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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and language, and research to
knowledge of subject
content standards. between academic language, and academic academic language in make relevant connections
matter academic
content standards and content standards. ways that ensure clear to standards during
content standards
instruction. 07/17/21 connections and relevance instruction and extend
to students. student learning.

I understand what content

standards are requiring to Students are provided
be taught and understand opportunities to practice
certain skills across
how to assess that
content areas to ensure
students have mastered understanding and
those standards. transferability. 12/9/21
07/17/21
Teacher cross-references
curricular lessons with the
standards being taught to
ensure that instruction and
practice will allow
students to reach the
standards-based learning
targets. Teacher
supplements curriculum
as needed. 04/25/2022

 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 pro iciencies to meet instructional decisions to develop pro iciencies,
or sequence of lessons that
differences in students’ students’ diverse learning ensure student understand subject matter
addresses students’
understanding of subject needs. Ensures understanding of the including related academic
pro iciencies and support
matter. understanding of subject understanding of subject subject matter including language.
matter including related matter including related related academic
3.2 Applying Teaches subject-speci ic academic language. academic language. language. Engages student at all
knowledge of student vocabulary following 07/17/21 levels of vocabulary,
development and curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
pro iciencies to of essential content Provides explicit teaching of speci ic academic pro iciencies in self-
ensure student vocabulary and associated of essential vocabulary, language, text structures, directed goal setting,
academic language in idioms, key words with grammatical, and stylistic monitoring, and
understanding of
single lessons or sequence multiple meanings, and language features to improvement. Guides all
subject matter
of lessons. Explains
academic language in ensure equitable access to students in using analysis
academic language,
ways that engage students subject matter strategies that provides
formats, and vocabulary to
support student access to in accessing subject understanding for the equitable access and deep
subject matter when matter text or learning range of student language understanding of subject
confusions are identi ied. activities. 07/17/21 levels and abilities. matter.

I use formative In planning lessons, I take Teacher considers students’

into account previously
assessment and gathered formative and summative
taught standards and assessments when planning
data to inform and modify background knowledge to
future instruction. future instruction and
best convey new skills. creating leveled groups for
07/17/21 12/9/21 additional support as needed.
04/25/2022
I front-load vocabulary Students receive specific
and academic language to instruction around academic
assist with understanding language and consistently New vocabulary is front-
use academic language in loaded to students prior to
while teaching a lesson.
conversation. Students are teaching new skills. Academic
07/17/21 consistently asked to check language is visible around the
writing for correct grammar room for students to reference
and punctuation, students for understanding and use.
are required to speak in 04/25/2022
complete sentences. 12/9/21
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments readiness to organize and to organize and adjust resources to lexibly and
student understanding of in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
support understanding understanding. 07/17/21 extend student
facilitate student
of subject matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

I use backwards planning I use knowledge of Teacher incorporates the use

to identify goals and plan previously taught of previously taught skills in
units according to how standards as well as conjunction with new
much time is needed to additional materials to instruction. For example,
teach each goal within the support instruction and when students are being
unit allowing time for make sure it is accessible asked to analyze character
to all students. 12/9/21 traits, they may also make
reteach if needed. inferences to do so.
07/17/21 04/25/2022

Through daily formative

assessment and the use of
exit tickets and digital apps,
teacher collects significant
data on students
understanding to determine if
and where reteaching is
necessary. 04/25/2022
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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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
instructional lessons to increase academic language to ensure student abilities, and support and
strategies that are student understanding appropriate to subject understanding of challenge the full range of
appropriate to the of academic language matter and that addresses academic language, and student towards a deep
subject matter appropriate to subject students’ diverse learning guide student in knowledge of subject
matter. needs. 07/17/21 understanding matter.
connections within and
across subject matter.

I consider what skills are Students study academic Teacher allows for student
being taught and ensure language and analyze choice anywhere possible
that instructional supporting materials to when implementing
make connections instruction to encourage
practices best align with engagement and
between subject matter
the material; I consider and real-life application. accountability. Students have
avenues of practice for Students participate in responded enthusiastically to
students including collaborative and game-style practice; teacher
independent, independent practice, as incorporates Kahoots and
collaborative, and project well as project work. Jeopardy-style reviews across
work to ensure 12/9/21 subject areas, where
heterogenous teams can work
application. 07/17/21 together to practice skills.
04/25/2022

 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 speci ic technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter technologies for concept meet identi ied student instructional materials to
adapting resources, matter accessible to accessible to students. and skill development in needs and make subject extend student
technologies, and students. 07/17/21 subject matter. Resources matter accessible to understanding and critical
standards-aligned re lect the diversity of the students. thinking about subject
instructional Identi ies technological Explores how to make classroom and support matter.
materials including resource needs. technological resources differentiated learning of Assists student with
adopted materials, to available to all students. 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 resources and support.
individual needs.
07/17/21

I utilize district provided I guide students using Teacher uses a variety of

curriculum and iPads and computers to Students are provided
technology to teach and navigate online practice extend students’ knowledge.
supplement lessons. and projects. 07/17/21
07/17/21
I consider what skills are
being taught as I select
the avenue of practice in
which students will
follow-up with. Students
participate in a variety of
practice and application,
including but not limited
to independent and group
work, project work, and
digital practice. 12/9/21
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digital apps to engage and
one-to-one iPads in the
classroom. Homework is
Teacher, students, and families
designed to utilize
are able to monitor students’
materials only available to
progress toward goals and
all students. 12/9/21
identify areas that may need
additional support. 04/25/2022
Through the use of Clever,
Google Classroom, and Class
Dojo, students have access to
digital academic support and
resources both inside and
outside of the classroom.
04/25/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary Seeks additional Identi ies language Integrates knowledge of Engages English learners in
language and English information describing pro iciencies and English English language assessment of their progress
language pro iciencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language pro iciencies in of language and content. learners’ strengths and development and in meeting
listening, speaking, Differentiates instruction assessed needs into English content standards. Supports
reading, and writing. Uses using one or more language and content students to establish and
multiple measures for components of English instruction. monitor language and content
3.6 Addressing the assessing English learners’ language development to goals.
needs of English performance to identify support English learners.
learners and student Provides adapted materials gaps in English language
with special needs to to help English learners development. Creates and implements Develops and adapts Is resourceful and lexible in
provide equitable access content. scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Attempts to scaffold standards-based instruction range of scaffolded support elimination of scaffolds based
content using visuals, using literacy strategies, for language and content for on English learners’
models, and graphic SDAIE, and content level the range of English learners. pro iciencies, knowledge, and
organizers. English language skills in the content.
development in order for
students to improve language
pro iciencies and understand
content.
Students utilize support
I use supplemental Students have consistent
programs such as access to visual supports
programs such as BrainPOP ELL and
BrainPop ELL and displayed around the
iReady to practice classroom to assist language
iReady diagnostics to language skills. Students and writing. Students
identify ELL challenges participate in daily ELD participate in daily, small
and provide support. instruction. Students are group ELD instruction as well
07/17/21 provided visuals and as a daily language review.
vocabulary instruction to Students are strategically
bridge any language gaps. seated near English-Only
12/9/21 students to increase exposure
I use visual aids, models,
to comfortable use of the
graphic organizers, Scaffolds include but are English language. 04/25/2022
small group instruction, not limited to; visual
and strategic bilingual supports, ELD small
student pairing to group instruction,
sentence frames,
support ELL students.
vocabulary instruction,
07/17/21 and support charts and
graphic Scaffolds are provided and
organizers.12/9/21 displayed; anchor charts, small
group instruction, vocabulary
support. Assistance in making
connections to personal, cultural
backgrounds is facilitated to
deepen understanding. 04/25/2022
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 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I communicate with I refer to all district Refers to all district

support staff to ensure provided documents provided documents to
that students are (SSTs, 504s, IEPs) to ensure supports are in
place for students.
progressing and supports ensure that students with Students are encouraged
in class are up-to-date. are supported and to participate in tracking
07/17/21 accommodated in the their own progress toward
classroom. I communicate goals. 04/25/2022
I document struggling with parents and previous
students’ data, teachers to note what may
I consistently
communicating with have previously helped
communicate with
parents and support staff; students in class. support staff to maintain
recommending students 07/17/21 consistency in skill
for SSTs as needed. Documents classroom support across campus.
07/17/21 intervention strategies and 04/25/2022
student data for struggling
students. Initiates SST
processes as needed for
struggling students.
04/25/2022
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning