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 subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
7/14/22 Updated extend student learning.
12/5/22
I constantly reference the Teacher checks curricular
standards when lesson lessons with the
planning. Students are standards being taught to
told the objective at the ensure students will
beginning of the lesson, reach standards targets.
which is always tied to a 5/1/23
standard. Using prior
knowledge and the other
lessons we have learned
throughout the year; I
relate the lesson back to
other applicable lessons.
7/14/22

Students are given

chances to practice skills
across content areas to
provide understanding
and transferability.
12/5/22
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
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.
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. 12/5/22 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
learning activities. range of student language deep understanding of
7/14/22 levels and abilities. subject matter.
12/5/22
Vocabulary and academic Previously taught Teacher considers
language are reviewed at standards and lessons are students’ formative and
the beginning of every considered when I plan summative assessments
lesson. I use both lessons as to best teach when planning
formative and summative new skills. 12/5/22 instruction and creating
assessments to guide leveled groups. 5/1/23
instruction. I also use Academic language is
iReady scores and AR incorporated into every New vocabulary is front
progress to guide math and ELA lesson as a loaded to students prior
instruction. 7/14/22 part of district to teaching new skills.
expectations. 12/5/22 Academic language is
also visible around the
room for reference.
5/1/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 7/14/22
understanding of the Updated 12/5/22 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I know which lessons will I incorporate the use of
be challenging for most of previously taught skills in
the class. In knowing this conjunction with new
I plan either multiple instruction. When
days for the lesson or learning about character
bring supplemental traits, they also use their
worksheets for extra inferencing skills. 5/1/23
practice. 7/14/22
Exit tickets are used to
I use prior knowledge leave for recess and
and additional materials Kahoot is used to review
to support instruction for tests as a whole class.
and make it accessible to 5/1/23
all students. 12/5/22

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
7/14/22 connections within and matter.
across subject matter.
12/5/22
One way to ensure Students complete solo Student choice is
student understanding is and group projects that available whenever
through the use of allow them to make appropriate. Students
thinking maps. We connections between really like to use game
typically start a new unit different subjects style reviewing such as
by completing either a through use of thinking Kahoot or Jeopardy.
circle map for defining or maps and other graphic 5/1/23
a bubble map for organizers. 12/5/22
describing. This helps
introduce students to the
ideas in the unit and lets
them explore and
discover what they will
be learning about.
7/14/22

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate of adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Explores how to make reflect the diversity of the
Identifies technological technological resources classroom and support
resource needs. available to all students. differentiated learning of
subject matter 7/14/22
Updated 12/5/22.
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
7/14/22
I often give students who
finish an assignment
early the chance to log
onto “Brain Pop” on their
iPads and watch a video
about the topic we just
learned and then
complete an activity on
Brain Pop to enhance
understanding. When
reading on a specific
topic, I give students
different leveled books
and E-Books based on
their level. That way
students can read about
the same topic, but at a
differentiated level.
7/14/22
Skills are taught and then
students practice that
skill on paper and
through iPad apps such
as Brain Pop, Xtra Math,
iReady and STAR
Reading. 12/5/22
Integrating Innovating
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 12/5/22 ongoing links to outside
resources and support.
Students are provided A variety of digital apps
with iPads and are used to engage and
computers in the extend student learning.
classroom. Homework is Student progress is
given using paper monitored on iReady and
workbooks so students AR. 5/1/23
without technology at
home have equal access.
12/5/22
Students use class
computers and iPads to
access Clever, iReady, AR,
Epic Reading and many
other apps to gain
equitable support.
5/1/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
and writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction 12/5/22. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify support English learners.
learners and student gaps in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
using visuals, models, and using literacy strategies, support for language and based on English learners’
graphic organizers. SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. 7/14/22 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Students are divided into We do whole group ELD
groups for ELD. English every day with skills that
learners and students target English Learners,
with special needs but that all students can
receive small group ELD benefit from. Students
instruction that is are seated near others
designed specifically for who speak the same
them. In math I provide native language for
visuals for ELLs and support. 5/1/23
students with special
needs. For reading
students use text-to-
speech when reading.
They can track along with
the words and still feel
successful even if they
cannot read. 7/14/22
Updated 12/5/22
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 resource personnel and
3.6 Addressing the families.
needs of English
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.
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. 12/5/22
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Students use iReady and
Brain POP ELL to practice
language skills. Whole
group and small group
English Language
Development lessons are
done every day. 12/5/22
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.
We use GLAD pictorial
input charts to aide
English Learners with
vocabulary acquisition.
5/1/23