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
knowledge of subject subject matter and the relationship between inter-relationships of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject content standards. between academic content language, and academic language in ways that make relevant connections to
matter academic standards and instruction. content standards. ensure clear connections standards during instruction
content standards and relevance to students. and extend student learning.
11/21 5/2/22

When I teach my students My goal is to teach my

about a new concept or new
vocabulary, I focus on the
terms I am teaching. I will
use a word wall and have
definitions on the side. We
play Jeopardy as an activity
that encourages the students
to practice and know the
vocabulary meanings. I also
show videos of the relevant
usage of the concepts.
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students elaborate and
extensive information about
a subject. They are capable
students who understand a
lot. For example, when I am
teaching Bible, I share with
my students the cultural
context of the event that was
taking place in the Bible and
what everything symbolizes.
They understand the material
and they can articulate it in
their own words.
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 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
vocabulary following academic language.
3.2 Applying curriculum guidelines.
knowledge of student Provides explicit teaching
development and of essential content
proficiencies to ensure vocabulary and associated
student understanding academic language in
of subject matter 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.
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.
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Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related
academic language. Engages student at all levels
11/21 of vocabulary, academic
5/2/22 language, and proficiencies
in self-directed goal setting,
Provides explicit teaching monitoring, and
of specific academic improvement. Guides all
language, text structures, students in using analysis
grammatical, and stylistic strategies that provides
language features to ensure equitable access and deep
equitable access to subject understanding of subject
matter understanding for the matter.
range of student language
levels and abilities.
5/2/22

CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
When I notice the students
are having difficultly with
the material taught, I will
adjust my lesson or strategy
to meet their needs and
learning styles. For
example, if I am teaching a
math lesson and had
planned to complete a
worksheet, I might change
the activity to use counters
and a whiteboard to share
and show their answer.
I like to integrate academic
language into my lessons
and relate them to the
students' prior knowledge.
For example, if we talk
about the baby seals (pups),
I will ask the students what
other baby animals are
referred to as pups?
Integrating Innovating
After teaching a lesson, I
have the students
articulate their
understanding in various
ways, such are verbally
explaining their
understanding,
competing a test,
participating in a Kahoot,
or writing a paper.
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My students are very
capable of understanding
big concepts. However, I do
need to go step by step with
my student and explicitly
explain the material. I have
to start off small before I
can elaborate into too much
detail. For example, when I
taught prepositions, I had to
take it slowly because this
was a concept my students
have never heard before. I
had to start with simple
sentences before I share
more elaborate sentences
with prepositions.
5/2/22

CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying
Examines organization of Uses knowledge of
curriculum and considers curriculum and student
adjustments in single readiness to organize and
lessons or sequence of adjust the curriculum to
lessons to support ensure student
understanding of subject understanding.
matter.
I use my curriculum and
students' readiness as the
foundation of my lesson.
For example, for my
advanced students, when
we go over the history of
Presidential Elections, I
draw from the prior
knowledge information they
already know. We will use
our current President and
that election as an example.
We then elect a classroom
President for our class. Our
candidates are stuffed
animals.
Integrating Innovating
Integrates knowledge of Uses extensive knowledge of
curriculum and resources to curriculum and related
organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
extend student
understanding. Ensures student
5/2/22 comprehension and
facilitates student
articulation about what they
do and do not understand.
After teaching the past three
years with similar
curriculum, I have a better
understanding of the
requirements of students. I
understand lessons my
students were successful
and engaged in. If they
were not engaged or
interested in a lesson, I have
an opportunity to change
the lesson and activities the
following year.
5/2/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses instructional strategies Gathers and uses Selects and adapts a variety
that are provided in the additional instructional of instructional strategies to
curriculum. strategies in single ensure student
lessons or sequence of understanding of academic
3.4 Utilizing lessons to increase language appropriate to
instructional strategies student understanding of subject matter and that
that are appropriate to academic language addresses students’ diverse
the subject matter appropriate to subject learning needs.
matter.
Think-pair-share is a
strategy I use daily in class.
During the activity portion
of the lesson, I will have the
students complete their
work on their own. They
can choose any way they
want to answer the
question. They will then
check with a neighbor to
see if they got the same
answer. They have to
explain how they got their
response to their partner.
Then I will ask a couple of
people who answered it
differently to share how
they got their answer. This
will show that there are
multiple ways to get a
response.
Integrating Innovating
Integrates instructional Uses an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to meet develop enthusiasm, meta-
students’ diverse learning, cognitive abilities, and
to ensure student support and challenge the
understanding of academic full range of student towards
language, and guide student a deep knowledge of subject
in understanding matter.
connections within and
across subject matter.
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I utilize different strategies
that appropriate to the
subject matter. For example,
when my students are
practicing their spelling
words, we play the game
Around the World.
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The strategies I use in the
class are determined by the
lesson I am teaching. I will
either have the students
work independently, with
partners, or as a whole
class. I can see whether or
not they can complete the
assignment on their own or
if they need additional
assistance. I also enjoy
including hands-on learning
activities for my students.
5/2/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses available instructional
materials, resources, and
technologies for specific
lessons to make subject
3.5 Using and adapting matter accessible to
resources, technologies, students.
and standards-aligned
instructional materials Identifies technological
including adopted resource needs.
materials, to make
subject matter
accessible to all
students
I work at a small private
school we do not have easy
access to classroom sets of
iPads. I have three iPads for
the entire class. I utilize
them for my early finishers,
incentives, and prize
opportunities. I also have
my students participate in
EPIC. However, I use my
classroom iPad, Apple TV,
projector, and document
camera to display my
teaching information. I use
GoMath interactive
technology resources to
enhance my lessons.
Exploring Applying Integrating Innovating
Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and materials, resources, and technologies, and resources, technologies, and
technologies to make technologies for concept instructional materials to standards-aligned
subject matter accessible and skill development in meet identified student instructional materials to
to students. subject matter. Resources needs and make subject extend student understanding
5/2/22 reflect the diversity of the matter accessible to and critical thinking about
classroom and support students. subject matter.
Explores how to make differentiated learning of
technological resources subject matter. Assists student with Ensures that student are able
available to all students. equitable access to to obtain equitable access to
5/2/22 Guides students to use materials, resources, and a wide range of technologies
available print, electronic, technologies. Seeks outside through ongoing links to
and online subject matter resources and support. outside resources and
resources based on support.
individual needs.
One activity that I
recently found is called
99 Math. My students
love playing games on
this site and it is
interactive and gets my
students engaged. I
bring the iPad cart into
my class and have my
students participate in
these activities.11/22
During the 4th quarter of
the year, I have
incorporated more
technology, by bringing in
iPads for the class on
Friday. We use Freckle,
Kahoot, or SeeSaw. The
students also
independently participate
in EPIC.
5/2/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Exploring
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying
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.
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.
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I use a variety of strategies
that will enhance my EL
student’s understanding of
the language. I use their
prior knowledge and
assessments when planning
instruction and activities. I
use graphs, word walls,
videos, and we practice
reading by choral reading.
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I focus on their grammar for
my advanced EL students
because they tend to write
in the way their native
language writes. I show
examples, and we read
through their work together.
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Integrating Innovating
Integrates knowledge of Engages English learners in
English language development, assessment of their progress in
English learners’ strengths and English language development
assessed needs into English and in meeting content
language and content standards. Supports students to
instruction. establish and monitor language
5/2/22 and content goals.
Is resourceful and flexible in the
Develops and adapts design, adjustment, and
instruction to provide a wide elimination of scaffolds based
range of scaffolded support for on English learners’
language and content for the proficiencies, knowledge, and
range of English learners. skills in the content.
I assess my English learners
to get a better
understanding of their
foundational knowledge. I
recognize their strengths
and areas of need. I use the
assessments and work
individually on building
vocabulary and
understanding concepts in
English.
5/2/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

3.6 Addressing the
needs of English
learners and student
with special needs to
provide equitable
access to the content
Has an awareness of the full
range of students identified
with special needs through data
provided by the school.
Attends required meeting with
resource personnel and
families.
Learns about referral processes
for students with special needs.
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
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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.
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Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services are
provided and progress is made
in accessing appropriate
content.
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Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.
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.
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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.

While working with my I use the information I I integrate accommodation

students, I am trying to
track and monitor areas
they are successful in and
areas they need additional
help. I will do this during
their groups, or I will pull
them over and work with
them while the other
students work
independently.
gained from my
assessments, the CUM
folders, and additional
information from their
parents and tutors.
I communicate regularly
with the parents through
emails or phone calls, either necessary to meet the needs
when my student
accomplishes a goal or
noticing that they are not
improving. At that point, I
will provide resources and
tools they can use at home.
and provide extra support
for my student with special
needs. I conference with his
mother every few weeks for
a checkin.
The ABA team and I make
sure we follow through with
the accommodations
of our student.
5/2/22