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.
(7/16/22)

Curriculum mapping,
dissect standards to see
speciJic skills needed to
show mastery. I also
provide students with
academic vocabulary
instruction prior to, and
throughout a unit.
(7/16/22/)
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 proJiciencies to meet instructional decisions to develop proJiciencies,
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.
proJiciencies and matter including related related academic (12/5/22)
Teaches subject-speciJic support understanding academic language. language.
vocabulary following of subject matter (7/16/22) Engages student at all
3.2 Applying curriculum guidelines. including related Provides explicit teaching levels of vocabulary,
knowledge of student academic language. of essential vocabulary, Provides explicit teaching academic language, and
development and idioms, key words with of speciJic academic proJiciencies in self-
proIiciencies to Provides explicit multiple meanings, and language, text structures, directed goal setting,
ensure student teaching of essential academic language in grammatical, and stylistic monitoring, and
understanding of content vocabulary and ways that engage students language features to improvement. Guides all
subject matter associated academic in accessing subject ensure equitable access to students in using analysis
language in single matter text or learning subject matter strategies that provides
lessons or sequence of activities. understanding for the equitable access and deep
lessons. Explains range of student language understanding of subject
academic language, levels and abilities. matter.
formats, and vocabulary (7/16/22)
to support student
access to subject matter
when confusions are
identiJied.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use different strategies Students are given
to foster academic multiple ways to
language. One is Frayer learn vocabulary
Models. Students must including images
deJine the word/phrase in (12/5/22)
context, create an image
to represent it and
examples/synonyms.
(7/16/22/)

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 Jlexibly 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
subject matter (7/16/22) 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

While students are
learning about ecosystems
in Science, they conduct a
short research projects in
small groups in order to
locate information on
speciJic endangered
species, and present the
information orally and
visually.
(7/16/22/)

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
curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
3.4 Utilizing lessons to increase academic language to ensure student abilities, and support and
instructional student understanding appropriate to subject understanding of challenge the full range of
strategies that are of academic language matter and that addresses academic language, and student towards a deep
appropriate to the appropriate to subject students’ diverse learning guide student in knowledge of subject
subject matter matter. needs. understanding matter.
connections within and
across subject matter.
(7/16/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use the Readers and
Writers Workshop
curriculum which includes
short mini lessons, small
group or partner work,
and independent work
time. During reading, I use
Close Reading strategies.
For new content, I
introduce and activate
prior knowledge by using
videos. Students discuss
with peers throughout
lessons and build on their
own understanding
through communication
and metacognition.
(7/16/22/)
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 speciJic 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 identiJied 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 reJlect the diversity of the students. thinking about subject
instructional
materials including
IdentiJies technological technological resources classroom and support (7/16/22) matter.
resource needs. available to all students. differentiated learning of
adopted materials, to subject matter. Assists student with Ensures that student are
make subject matter
equitable access to able to obtain equitable
accessible to all Guides students to use materials, resources, and access to a wide range of
students available print, electronic, technologies. Seeks technologies through
and online subject matter outside resources and ongoing links to outside
resources based on support. resources and support.
individual needs. (7/16/22)
Students use technology At the beginning of the
throughout the writing school year, students are
process. Students use age- provided with a plethora of
appropriate search digital resources that
engines in order to either enhance their
develop their learning or provide
understanding of the individualized instruction.
topic, and use Google Docs Students are provided with
to craft and write about account information to
their learning. access the resources
(7/16/22/) outside of the classroom.
(7/16/22/)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary Seeks additional IdentiJies language Integrates knowledge of Engages English learners in
language and English information describing proJiciencies and English English language assessment of their progress
language proJiciencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language proJiciencies 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 (7/16/22) goals.
performance to identify support English learners.
needs of English
Provides adapted materials gaps in English language
learners and student to help English learners development. Creates and implements Is resourceful and Jlexible in
with special needs to access content. scaffolds to support the design, adjustment, and
Develops and adapts
provide equitable Attempts to scaffold standards-based instruction elimination of scaffolds based
instruction to provide a wide
access to the content content using visuals, using literacy strategies, range of scaffolded support on English learners’
models, and graphic SDAIE, and content level for language and content for proJiciencies, knowledge, and
organizers. English language the range of English learners. skills in the content.
development in order for
students to improve language
proJiciencies and understand
content.
(7/16/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I utilize many strategies in I use talk time and have
order to support English students Think-Pair-Share
learners and all students. in order to develop their
These strategies include; own learning and to
ample talk time, provide support for
presenting information in English learners. When
various forms, providing demonstrating
peer and small group understanding, student
time, technology that work can be modiJied or
allows for assistance in supports given, such as
the writing craft. sentence starters when
(7/16/22/) writing.
(7/16/22/)
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 identiJied information on the full full range of students adaptations, and extensions range of student with special
with special needs through range of students identiJied identiJied 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. (7/16/22)
Attends required meeting Communicates and
with resource personnel and Cooperates with resource Communicates regularly with Communicates and collaborates with resource
3.6 Addressing the families. personnel, para-educators, resource personnel, para- collaborates with colleagues, personnel, para-educators,
needs of English and families during educators, and families to support staff, and families to families, leadership, and
meetings and activities in ensure that student services ensure consistent students in creating a
learners and student
support of learning plans are provided and progress is instruction. Supports families coordinated program to
with special needs to
and goals. made in accessing in positive engagement with optimize success of the full
provide equitable appropriate content. range of students with special
school.
access to the content needs.
Learns about referral Refers students as needed in
(7/16/22)
processes for students with a timely and appropriate Takes leadership at the site/
Initiates and monitors
special needs. Seeks additional manner supported with district and collaborates with
referral processes and
information on struggling documented data over time, resource personnel to ensure
follow-up meeting to ensure
learners and advanced including interventions tried the smooth and effective
that students receive support
learners to determine previous to referral. implementations of referral
and/or extended learning
appropriateness for processes.
that is integrated into the
referral.
core curriculum.
(7/16/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I attend meetings with
parents in order to best
meet individual students’
needs. Prior the school
year, we meet in order to
establish goals.
Throughout the school
year, I communication
with parents and support
team in order to provide
feedback on goals. At the
end of the year, we meet
again in order to prepare
students for the next year.
(7/16/22/)