CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
3.1 Demonstrating matter, related academic academic language to essential subject matter
knowledge of subject language, and academic identify connections concepts, academic
matter academic content standards. between academic content language, and academic
content standards standards and instruction. content standards. 9/17/21
4/22/22
I utilize project based
learning in order to help
students understand the
relationship between
subject matter concepts and
language. Project based
learning allow students to
utilize vocabulary
repeatedly and also allows
students to understand
concepts more deeply over
time. 9/17/21
I explicitly teach Tier 2 and
Tier 3 vocabulary when
teaching science. In order
for students to synthesize
the academic language
needed to access the content
standards I use a variety of
different strategies such as
the use of cloze passages,
vocabulary cards with
pictures, and vocabulary
word games. 4/22/22
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge of
inter-relationships of subject matter concepts,
concepts, academic content current issues, academic
standards, and academic language, and research to
language in ways that make relevant connections to
ensure clear connections standards during instruction
and relevance to students. and extend student learning.
11/22/22
In addition to using project
based learning and explicit
taught Tier 2 and Tier 3
vocabulary, I am now
incorporating more
nonfiction texts into our
Reader’s Workshop unit to
help reinforce students'
understanding of the
connection between the
curriculum and information
they can access
independently outside of the
classroom. 11/22/22

 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. 9/17/21
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.
9/17/21
4/22/22
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
11/22/22 of vocabulary, academic
language, and proficiencies
Provides explicit teaching in self-directed goal setting,
of specific academic monitoring, and
language, text structures, improvement. Guides all
grammatical, and stylistic students in using analysis
language features to ensure strategies that provides
equitable access to subject equitable access and deep
matter understanding for the understanding of subject
range of student language matter.
levels and abilities.
11/22/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

In my science curriculum, I During our phonics unit on
teach academic language in digraphs, I incorporated the
a variety of different ways. I Seesaw application into my
introduce key words and lessons in order to provide
have students openly students with a multi-
discuss what they think the sensory way to access
words mean. We read the content and demonstrate
academic language in understanding. 11/22/22
context together during
shared reading. We also
play word games with
academic language, word
searches, bingo, etc.
9/21/17.

During phonics we discuss

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
how we can determine the
meaning of a compound
word by looking at the two
smaller words inside the
compound word for
example “crosswalk”
“cross” and “walk”. 4/22/22
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. 9/17/21
matter.
4/22/22
Integrates knowledge of
curriculum and resources to
organize and adjust
instruction within and
across subject matter to
extend student
understanding. 11/22/22
Uses extensive knowledge of
curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
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 just finished a math unit
on combinations to ten and
found out after completing
an assessment that some of
the students need further
support.. As such I am
adjusting math centers to
provide additional support
for those students who need
a little more time with their
combination to ten while at
the same time providing
differentiated work for
students who are ready to
move onto combination to
fifteen. 9/17/21
In order to organize and
adjust instruction within
and across subject matter, I
incorporated the use of the
Seesaw application into my
teaching practice. The
platform allows me to
organize instruction,
scaffold lessons,
differentiate work and
provide enrichment
opportunities for students.
11/22/22

In order to facilitate student

understanding of subject
matter, I begin each lesson
with a quick review to
check for understanding. I
then begin my mini lesson.
At the end of the lesson I
have supplemental work for
students to complete. The
supplemental work ranges
from review of previously
taught material to extension
work for students needing
an additional challenge. My
mini review at the
beginning of each lesson
helps me to determine the
supplemental materials
needed by each
student.4/22/22

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. 9/17/21
matter.
4/22/22
I teach academic language
visually with sentence
frame definitions. I teach
academic language orally
through shared choral
reading. I teach academic
language using Brain Pop
videos so that students can
experience and integrate the
academic language in a
contextual way that does
not require reading. 9/17/21
In addition to the strategies
listed above, I also use
cloze reading passages to to
teach academic language.
4/22/22
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.
11/22/22
The use of the Seesaw
application has allowed me
to provide students with the
scaffolding they need in
order to ensure they
understand the academic
language of the lesson.
Seesaw allows me to record
lesson instructions audibly.
It also allows me to
demonstrate lessons via
video which provides
students with a multi-
sensory experience that they
can replay as many times as
is needed. 11/22/22

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes
materials, resources, and instructional materials, appropriate instructional
technologies for specific resources, and materials, resources, and
lessons to make subject technologies to make technologies for concept
3.5 Using and adapting matter accessible to subject matter accessible and skill development in
resources, technologies, students. to students. subject matter. Resources
and standards-aligned reflect the diversity of the
instructional materials Identifies technological Explores how to make classroom and support
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. subject matter. 9/17/21
subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs. 9/17/21
I use a variety of
technologies to make
subject matter accessible to
all students. I use RazKids
for differentiate reading. I
use IXL for differentiated
math work. I use Seesaw to
provide students with
repeated access to lesson
materials as well as oral
instructions. 9/17/21
Integrates a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students. 4/22/22
Assists student with
equitable access to
materials, resources, and
technologies. Seeks outside
resources and support.
4/22/22
I have enough iPads in my
classroom for each student
to have equitable access to
the technology. Since I have
a 1:1 iPad ratio in my class,
students who need access to
adaptive resources are now
able to have the access they
need on demand. 4/22/22
Engages students in
identifying and adapting
resources, technologies, and
standards-aligned
instructional materials to
extend student understanding
and critical thinking about
subject matter. 11/22/22
Ensures that student are able
to obtain equitable access to
a wide range of technologies
through ongoing links to
outside resources and
support. 11/22/22
As mentioned in Element
3.4, the use of the Seesaw
application The use of the
Seesaw application has
allowed me to provide
students with the scaffolding
they need in order to ensure
they understand the
curriculum. The Seesaw
application allows me
scaffold lessons with a
multi-sensory approach
which helps to ensure that
students have equitable
access to the lesson content.
11/22/22

 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
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. 9//17/21
Attempts to scaffold content
using visuals, models, and
graphic organizers. 9/17/21
4/22/22
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.
11/22/22
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. 11/22/22
Integrates knowledge of
English language development,
English learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support for
language and content for the
range of English learners.
Engages English learners in
assessment of their progress in
English language development
and in meeting content
standards. Supports students to
establish and monitor language
and content goals.
Is resourceful and flexible in the
design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.

I provide sentence frames The use of the Seesaw

for my ELs. I partner my
ELs with bilingual
students when possible. I
provide graphic
organizers and
dictionaries as well.
9/17/21
I am also using cognates
to help address the needs
of English learners.
4/22/22
application has allowed me
to record instructions and
provide visual scaffolding
to help my ELs. The
Seesaw platform allows
them to replay instructions
as many time as is needed.
11/22/22

 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 with
3.6 Addressing the 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. 9/17/21
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
9/17/21
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 9/17/21
I am currently working
with our school
counsellor and the parent
of one of my students
who is experiencing
emotional problems after
the death of his father. I
am incorporating
activities and emotional
support measures into the
daily routine such as
mindfulness breathing,
and check in scales.
9/17/21
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. 4/22/22
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services are
provided and progress is made
in accessing appropriate
content. 4/22/22
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral. 4/22/22
I am using the SRT (student
resource team) referral
process at my school to get
students the support they
need in a timely fashion. I
also communicate regularly
with resource personnel and
families to make sure
needed services are being
provided. 4/22/22
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.