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. connections and relevance instruction and extend
to students. student learning.

Various historical theories

are used in class and
broken down to make
them more digestible for
middle school levels. For
example: World Systems
Theory which emphasizes
the core a periphery
groups. This is applied to
early American History
and students identify
which groups are which in
a model of colonization.
Students will work to ind
contemporary example of
this or will work to draw
comparisons to our
modern world.
7/15/22

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

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Instruction begins by
informally assessing
students prior knowledge
of the subject to measure
what supports are needed
and what gaps need to be
addressed.

Academic language is
presented through graphic
organizers which indicate
when and how to use
speci ic vernacular.
Vocabulary is introduced
at the beginning of each
unit and students identify
the meanings, parts of
speech, and use in paired
activities.
7/15/22

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. 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.
f

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Curriculum is adjusted
based on students
learning needs.
Identifying what
adjustments need to be
made is key in supporting
student success. This is
done though various
techniques such as
informal assessments to
see individual student
understanding a grouped
understanding of content.
A platform which
integrates technology for
informal assessments
which I enjoy is called
Quizziz.
7/15/22

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. understanding matter.
connections within and
across subject matter.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Graphic organizers are
key in identifying and
correctly using new
vocabulary and its related
content. Students will
follow a model of how to
complete an organizer and
then they will complete it
themselves. Additionally,
students will practice
verbally using new
language to enforce its
correct usage and
understanding.
7/15/22

 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. subject matter. Resources matter accessible to understanding and critical
standards-aligned
Explores how to make re lect the diversity of the students. thinking about subject
instructional
Identi ies technological technological resources classroom and support 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 resources and support.
individual needs.
f
f

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Instructional materials are
both in print and online.
Materials will either be
provided in full or will be
summarized for students
to better access in order to
scaffold for speci ic
learning needs. Any
technological skills
required for my class are
taught at the beginning
(students who already
have knowledge receive
review and students who
do not have the required
skill set receive critical
instruction time).

Materials available online

via Google Classroom are
made available to print if
desired as a support.
7/15/22
f

 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.
f
f
f

f
f

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use data provided by our
EL coordinator in In inite
Campus to identify
students who are EL and
require speci ic supports.
Instruction is scaffolded
with strategies to aid in
language development.
Words are de ined, parts
of speech are identi ied,
and pronounced multiple
times. These supports are
integrated throughout the
entire lesson to under
sally design content to
make it more accessible.

Long-form writing
assignments are broken
down into multi-step
assignments/chunks to
ensure each piece is
effectively outlined and
modeled.
7/15/22

f
f
f
f

 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
families. personnel, para-educators, resource personnel, para- support staff, and families to personnel, para-educators,
needs of English
and families during educators, and families to ensure consistent families, leadership, and
learners and student
meetings and activities in ensure that student services instruction. Supports families students in creating a
with special needs to support of learning plans are provided and progress is in positive engagement with coordinated program to
provide equitable and goals. made in accessing school. optimize success of the full
access to the content 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 a timely and appropriate follow-up meeting to ensure Takes leadership at the site/
special needs. Seeks additional manner supported with that students receive support district and collaborates with
information on struggling documented data over time, and/or extended learning resource personnel to ensure
learners and advanced including interventions tried that is integrated into the the smooth and effective
learners to determine previous to referral. core curriculum. implementations of referral
appropriateness for processes.
referral.
f

f
f

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Accommodations are
integrated from 504/IEPs
throughout lessons.
Student-speci ic supports,
such as preferential
seating, are decided on
with the student’s support
team and integrated as
required. Lessons are
adjusted as needed to
students are better
supported (extended time,
shortened assignments,
read aloud, and other
supports).

Weekly meetings with

student support teams in
the 8th grade help me
better understand what
scaffolds can be
integrated, especially if I
can do something
differently since all do not
learn the same way.

Students progress is
tracked through In inite
Campus and reading
progress is kept in
Newsela, which tracks
students participation
with reading assignments.
7/15/22

f
f