CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating language, and academic identify connections
knowledge of subject content standards. between academic
matter academic content standards and
content standards instruction.
I take the time to plan my
lessons, and make sure to
link standards to
everything that is used
within my instructional
time. I have spent time
printing, reading, and
annotating the standards
so as to prepare myself for
the content that must be
taught. Students are
provided with a “What We
Are Learning” Wall where
they see the anchor charts
or concepts we are
learning about. This allows
the students and me to
remember what we are
learning, where we are
going next, and how to
apply it to the real-world.
I spend time with the
academic language before
delivering a lesson so as to
prepare myself and
students to fully
understand these concepts
in ways that make sense to
them with an emphasis on
UDL approaches.
(9/16/2021)
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive
the relationship between inter-relationships of knowledge of subject
essential subject matter concepts, academic matter concepts, current
concepts, academic content standards, and issues, academic
language, and academic academic language in language, and research to
content standards. ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
extend student learning.
I take time to ensure that I make sure to explore As a teacher, I identify the
my standards, SLE’s, and students’ ability levels, strengths of the students
multiple means of focus, accommodations, and their whole group. I
representation are and background use this information to
incorporated into my knowledge. Most of this alter how I introduce
lessons. Students are information gets stored in information, front load,
engaged in lessons their CUM files that I and provide enrichment
through activating prior review at the beginning of for students. This takes
knowledge and the year. By the end of place through
participating in self- trimester one, I have annotations in small
assessments throughout gathered a lot of groups, CUM files,
the learning segments. information on my Gradelink, and through
Students are encouraged students interests via conferences. Additional
to recall what they know their oral presentations information is gathered
daily and we use to help guide certain through reviewing
Jamboard for numerous topics and areas that we predone CUM file
subjects to act as virtual really dive into. I also information, testing
anchor charts, KWL meet with the parents to scores, parent
charts, and flow charts. I have them fill out and talk conferences, and
teach vocabulary with a about their students to contacting previous
whole brain teaching help me best support all teachers. In order to
approach to ensure their of the learners in my make sure that student’s
bodies are moving as they classroom. By doing this I interests and learning
learn new vocabulary and can find what interests styles are incorporated, I
apply it to what they are the students but also use project-based
learning. Students usually make sure that their learning, student choice,
hear some sort of story in individual needs are and oral presentations.
correspondence with being met within the Compiling all of these
what they are learning in whole class. (12/3/22) stated resources together,
social studies and science I ensure that instruction
to link their learning. is extending student’s
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

(4/19/2022) learning and higher order
thinking. (4/18/23)
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
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
I provide students with
multiple means of
representation in all
subject areas. Whether
this takes place in the
form of videos, sentence
scaffolds, graphic
organizers, or hand
gestures.
Students with differing
needs are provided with
manipulatives in math,
whiteboards in all subject
areas, and have iPad time
with Moby Max or Lalilo
to help reinforce skills
that may need further
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
I provide students with I provide students with Students are able to enter
multiple opportunities to multiple means of into their lessons with
learn vocabulary and representation and OTR multiple means of
engage with content in all within their practice representation. When
areas. Students needing responses. During these options don’t
further support are often assessments, I am always meet the needs,
front loaded with working on incorporating small group instruction,
vocabulary and activities more OTR and that is a pull outs, and enrichment
to help them enter into goal, but for now within are utilized. Students
the whole group lessons practice and experiments, have the opportunity to
that take place. Students students can demonstrate have conferences, self-
are all scaffolded and their competency through rate, and set goals to help
supported with numerous ways after improve their
differentiated instruction interacting with the expectations and mine.
with their technology content in different ways.
resources. Students have Through small groups At the beginning of the
sentence stems for and learning my students year, students learn how
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

development. writing, math ability levels via STAR to self-correct, self-assess,
manipulatives and mats testing; I can make the and set personal goals. By
Students’ academic readily available, and necessary doing this at the
vocabulary is grown and small group instruction accommodations such as beginning of the year, it is
reviewed daily within time with me. Students sentence starters, then seen throughout the
each subject. Students are are consistently engaged manipulatives, and front duration of the year.
introduced to the in activities and learning loading of vocabulary. Students get better and
vocabulary word(s) opportunities that Students know when to better about setting
through listening, connect their learning to work independently and attainable goals that we
reading, seeing, and the real world to ensure when to ask for help to both agree upon.
acting out the words. that they have a deeper demonstrate their Students then can apply
Students are required by experience and learning. (12/3/22) this goal setting to their
me to review the understanding of the individual subject areas.
academic language to content. (4/19/2022) Students are engaged in
inform my knowledge on their learning through
their understanding and multiple means of
to correct any representation that takes
misconceptions that may place through small
be arising with the groups, enrichment, pull
content. (9/16/2021) outs, technology
applications, group work,
project-based learning,
and real world
application
situations/projects. In
this way students can
have Socratic discussions
about standard related
content. (4/18/23)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter 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 use the standards to I use the standards, I compile the standards, Teacher works alongside
guide my instructional testing scores, pre- curriculum, subscriptions the second-grade teacher
methods. I use the assessments, and to online resources, and to ensure that standards
textbook as a resource to informal assessments to previous year’s lesson and necessary knowledge
supplement along the gauge where my students plans to help cultivate my are being acquired to
way. I am constantly are at when planning lessons for the given year. provide a smooth
reviewing informally lessons in any content I make sure to give the transition between the
through practice or area. Students are students multiple means grades. Teacher spends
formally through encouraged to review of representation to time during prep periods
assessments to see where their skills within ELA increase engagement and to dive deep into the
re-teaching or and Math through understanding. I take the curriculum to provide
enrichment may be common core review and exit tickets as weekly multiple means of
needed. I am able to be DOL. These activities help assessments to determine representation for all
flexible with my students inform my day to day if there is a topic that will learners. Teacher has
and spend more time on instruction. I am flexible require reteaching for the attended PD
concepts when it is with my students when next week. In this way, I opportunities for new
needed. For example, in something needs to be can properly curriculum that has been
math, if some students retaught or enriched. On accommodate and modify introduced to the school.
are needing a further Friday’s there is always for certain small groups As the teacher progresses
challenge, they will be reteach in ELA and Math. to ensure all students are in her career, she is able
provided with an activity I take this time to enrich working towards to tweak and make more
to extend their thinking or reteach and help fill in competency with the meaningful
of the mathematical the gaps as long as it is given standards for the projects/assignments for
concepts with possible not a testing day. I year. (12/3/22) the students. Daily
integration of another continue to use small activities include, video
subject like reading or group throughout the songs, exit tickets,
social studies. The other week to ensure that manipulative, and weekly
students who may need a student’s needs are being assessments. These
reteach will go into small met and use the informal and formal
group with me where I resources provided assessments all come
present the material in through our curriculum together to allow the
another format, such as and suggestions from my teacher to create salient
using math manipulatives mentor to help students ways for students to
or games that make the feel more comfortable deepen their
content more with approaching the understanding of the
approachable provided content being taught. grade level standards.
by the SAVVAS program. (4/19/2022) (4/18/23)
(9/16/2021)
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I spend planning time When planning lessons, I As previously mentioned, In order for all students
researching and reading look ahead to see if there I still look ahead at to be engaged and
about what I am teaching. are resources or curriculum and standards connected with the
In addition, I use the manipulatives that I can to ensure that I am material, I continue to use
curriculum resources incorporate. If so and incorporating the right multiple means of
provided by the school to they are not already materials be it representation with each
make my lessons more provided, I take the time experiments, topic, skill, chapter, or
hands-on whether that is to create them myself. manipulatives, or small idea. Students will see
through group work, Such as, creating sentence group instruction. their lessons include
collaborative talks using scaffolds for the students Students are sitting in technology, songs,
JamBoard or to use when in writing table groups with one kinesthetic movements,
experiments. There is a centers. I have also child from each level or project-based learning,
use of direct, indirect, generated base-10 mats reading groups to ensure real-world applications,
experimental, for students to organize that their peer teaching and manipualtives.
independent, and their manipulatives. and collective growth Pairing all of these
interactive strategies all Students have been amongst all peers. structures into the
throughout their day. taught work Lessons are planned and educational classroom
Depending on the subject collaboratively in their designed with all allows for students who
and the time allotted, small groups that I have students needs and are at various levels with
there is usually time for selected. These groups accommodations in mind. speech, writing, and
more than one type of work to scaffold and Students who need extra understanding to enter
instruction. Students are enrich one another’s assistance are either into the lesson while still
often asked to explain learning. I spent time pulled to the ‘collab’ table being supported and
what they have learned in ensuring that our lessons with me or my aide engaged with the content.
their own words to help have multiple means of during whole group (4/18/23)
strengthen their representations and instruction to ensure they
understanding. understanding so that all are staying on task or
(9/16/2021) parts of the brain can be receiving the one on one
engaged within the help necessary for their
learning process. This support in learning
ensures that my diverse (12/3/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learning needs are being
met either by hands on,
reading, or small group
interactions.
(4/19/2022)

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. differentiated learning of Assists student with
accessible to all subject matter. equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I make sure to spend my
planning time looking at
new ways to incorporate
the standards into the
classroom beyond the
textbook. This takes place
through mentor
discussions, reaching out
to other first-grade
teachers, researching
online, Pinterest, Tik-Tok,
or other developmental
opportunities. I make
sure to try my best to
incorporate multiple
means of representation
with my lessons so as to
provide a gateway for all
students to enter the
lesson.
I speak regularly with my
mentor and
administrator for
technology resources to
implement. I often bring
ideas to them and ask for
feedback. I take
advantage of using the
interactive white boards
we have to borrow from
the computer lab and
make sure to provide
Applying
and online subject matter
resources based on
individual needs.
I make sure to use
numerous ways to
incorporate technology
and hands on activities
into my learning. I look
for these opportunities
via the internet, mentor
conversations, and
reaching out to other
teachers that I know. I
use virtual manipulatives,
websites, and learning
resources provided
through the curriculum to
help my students access
the material that they are
learning. Students are
able to communicate how
they are doing with me by
engaging in these
applications which allows
me to fill the gaps and
ensure that learning is
taking place. I review test
scores regularly with my
grade level team, here I
receive support on how
to further support my
students in reaching
competency with the
standards. Some students
are provided with
Integrating Innovating
support. ongoing links to outside
resources and support.
I continue to use As the teacher, I ensure
technology applications that based off of testing
such as Moby Max, Lalilo, scores, exit tickets, and
and Zearn to support informal observations
students inside and that I am properly
outside of the classroom supporting students from
as supplemental week to week in their
resources to work on content areas. Students
outside of small group are given work via
time with me or my technology and written
instructional aide. I make that allow them to get a
use of the Star testing deeper understanding of
assessments and the content at their
resources to find various levels. These look
materials needed for my like differentiated
students. The students worksheets, test, pull
also have access to outs, and technology
manipulatives in their applications like Lalilo or
chair pockets behind Freckle. Students can
them and know the set then communicate their
expectations of them as a levels of understanding
learning tool for subjects or confidence with the
such as math and science. content through self-
I make use of technology correcting, self-
resources like Nearpod, assessments, conferences,
BrainPOP, and Kahoot to and exit tickets. By
help me provide the pairing all of these
students with multiple strategies together, I am
means of representation better able to service the
and OTR to ultimately needs of all my learners.
support their growth (4/18/23)
with the content
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
students with iPad time
during centers to help
build and strengthen
their knowledge on the
content being learned.
(9/16/2021)
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying Integrating Innovating
modifications such as standards within the
receiving homework classroom. (12/3/22)
earlier than others to
help them access the
material and standards in
a more comfortable
environment. There is
modifications and
accommodations made
for these same students
in regard to writing
assignments such as
using different colored
pens, white boards, iPads,
and fillable writing
assignments.
(4/19/2022)
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I spend time at the Students needs are I make sure to use ELL I continue to use ELL
beginning of the year regularly assessed strategies learned within strategies learned within
getting to know these through performances on my college program to my college program and
students and their tests, Star Testing, help support my learners. PD opportunities to help
families. I make sure to assessments, and weekly I have them go to pull out support my learners. I
include read-aloud books small group notes. I work on Mondays with the have them go to pull out
that highlight on to include examples that instructional aide to grow on Mondays with the
students’ cultures and relate to the students’ in the academic instructional aide to grow
heritage. background and prior knowledge, English in the academic
I make sure to provide knowledge. Throughout language, and vocabulary. knowledge, English
my students who are EL the year, I am able to I communicate weekly language, and vocabulary.
with sentence scaffolds, learn which resources with the families to I communicate weekly
graphic organizers, support them best. I use provide additional with the families to
pictures with things like graphic resources via paper and provide additional
annotations, and organizers, pictorial technology applications. resources via paper and
additional resources like representations, and Progress is documented technology applications.
audio to support their technology resources to through pictures, fluency Progress is documented
overall learning of the scaffold their learning. recordings, and STAR through pictures, fluency
content. These students Students know they have assessments. I work recordings, and STAR
are also provided with these avenues to use to closely with the parents, assessments. I work
other ways to communicate their aide, and resource closely with the parents,
communicate in my class learning and vocalize teacher to ensure that the aide, and resource
such as drawing which works best for student is making growth teacher to ensure that the
responses and white them. I do offer them in positive and healthy student is making growth
boards with markers and challenges to get them to ways within my in positive and healthy
working in small groups start writing or expand classroom. There are ways within my
(9/16/2021). their vocabulary, many visuals, hand classroom. There are
however it is always done movements, sentence many visuals, hand
in a positive learning scaffolds, and movements, sentence
environment. manipulatives available scaffolds, and
(4/19/2022) to all students to support manipulatives available
their academic growth, to all students to support
but especially for my ELL their academic growth,
learners. (12/3/22) but especially for my ELL
learners. Lastly, they are
supported through using
technology applications
that conform to their
individual needs and
reading levels(4/18/22)
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
3.6 Addressing the with 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.
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.
My students with specific
learning needs are
provided with other ways
to write in my class such
as different colored pens,
different sized pencils,
and white boards with
markers. They are also
provided with graphic
organizers or modified
worksheets/assessments
that require less writing.
This allows students to
focus their efforts on
communicating what they
know without feeling
overwhelmed.
I spend time getting to
know what motivates
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.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
My various students with
differing learning needs
are provided with
multiple resources to
enhance their learning or
simply allow them to
engage with the content. I
have offered sentence
scaffolds, manipulatives,
mats, different writing
utensils, white boards,
highlighters, fill in the
blank worksheets, and
pull out times with my
instructional aide.
Students have hand
signals to communicate
how they are doing
within a lesson segment
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive Takes leadership at the
support and/or extended site/district and collaborates
learning that is integrated with resource personnel to
into the core curriculum. ensure the smooth and
effective implementations of
referral processes.
I make sure to provide
my students with all the
proper accommodations
and modifications
necessary to their
educational growth. I
communicate and
document growth
regularly alongside my
instructional aide. We
talk regularly about
student’s growth. I
communicate with my
team lead to find new
ways and provide her
with ways to also support
her learners. I regularly
communicate with the
student’s family via
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

these students to be able and know they can ClassDojo on growth
to provide my students approach me at any given areas and progress being
with positive feedback time. Students are offered made. Students pull-out
and ensure they are positive feedback and time is documented and
entering my lessons with supported throughout work is stored to show
a positive growth each day. I emphasize a progress. I communicate
mindset. positive growth mindset with the resource teacher
I am in constant with all students and they as necessary to find new
communication with know they can take a ways to support my
these parents, keeping walk or break as needed. I students or even send my
them updated on work with the parents on students to her on
students’ growth or a monthly basis to check Fridays which are
needs. We work together in with them and the considered enrichment
to find ways at school and modifications we have days at our school.
home that allow the made to ensure the (12/3/22)
student to successfully student is working
engage with the material. towards a healthy
When something new is mindset and growth with
initiated, I make sure to the
documents successes and standards/curriculum.
things that may still need (4/19/2022)
improvement.
I spend my own time
researching new ways to
keep EL and students
with additional needs
engaged with the
material presented to
them. As well as speaking
with my mentor and
administrator for
suggestions and feedback.
(9/16/2021)