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 9/15/21 content standards and content standards. 4/8 ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

I am able to answer I am able to take the I am able to understand

questions from students subject matter and and explain relationships
that are not in the academic language and between my subject
curriculum. I also can let apply it to other subjects. matters. I am consistently
students know how they I was able to use a referring to past lessons
will use their new found science vocabulary word and reviewing past units
information in the next in a writing lesson. with students. 4/8
units. 9/15/21 5/8/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 5/8/22 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 9/15/21 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 identified4/8.
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
learning activities. range of student language deep understanding of
levels and abilities. subject matter.

I have students study off I explicitly teach math

of vocabulary from the vocabulary and have
curriculum in science and students write down the
in math. 9/15/21 definitions along with
visuals to help
I have an understanding understand concepts. 4/8
of students and their
learning needs in the
classroom. I am able to
see what they need to
help them study and
organize their things.
5/8/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing understanding of the lessons to support
curriculum to subject matter. understanding of subject
facilitate student matter. 9/15/21
understanding of the
subject matter
I adjust and also fuse my
own resources with the
history curriculum
provided to me. I have
added projects, reader’s
theatre, etc., to each unit.
9/15/21
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding. 5/8/22
I use curriculum to help
me create my own
lessons to fit my students’
understanding. For
example, I make my own
demonstrations in
science because I know
that my students learn
better with hands-on
examples. 5/8/22
Integrates knowledge of Uses extensive
curriculum and resources knowledge of curriculum
to organize and adjust and related resources to
instruction within and flexibly and effectively
across subject matter to organize and adjust
extend student instruction.
understanding.4/8
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I use my knowledge of
the curriculum to guide
my field trips. Most
recently during our
oceans unit, we went on a
nature hike with a docent
who explained more of
what we learned in class.
4/8

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
9/15/21 connections within and matter.
across subject matter.
5/8/22
I have created I try to use different
worksheets, group instructional strategies in
projects, and individual the classroom based on
projects to assess my class’ learning needs.
students learning in our They are encouraged to
geography social studies not memorize science
unit. 9/15/21 vocabulary words but to
understand the function
so that they can apply
those across subject
matter. 5/8/22

I continue to use multiple

instructional strategies to
ensure understanding of
learning for all students.
12/22

Students are using

multiple ways to show
me what they learned
and I count it as part of
their grade. This makes
sure that I take into
account the different
learning styles. 4/8

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.12/22 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 Integrating Innovating

Explores how to make reflect the diversity of the students. critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. 9/15/21 available to all students differentiated learning of Assists student with
5/8/22. 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.
I do not have much I have asked resource
access to technology in teachers and computer
the classroom. I lab teacher to use the
understand that I need to computers for science
somehow get students to fair projects. Students
practice using technology have limited access to the
to find resources. computer labs to work on
9/15/21 those projects. 5/8/22

I was able to explore

ways to allow my
students to use individual
devices in the classroom
for a project. 12/22

I continue to look for

ways to incorporate
technology into my
classroom even without
access to individual
devices. 4/8

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
3.6 Addressing the English language elements of culture and learner strengths in the development, English in English language
needs of English 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
learners and student
and writing. Uses multiple instruction using one or language and content students to establish and
with special needs to measures for assessing more components of English instruction. monitor language and
provide equitable English learners’ language development to content goals.
access to the content performance to identify support English learners.
gaps in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to help English learners scaffolds to support instruction to provide a the design, adjustment, and
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. 9/15/21 SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
Attempts to scaffold content development in order for
using visuals, models, and students to improve
graphic organizers. 5/8/22 language proficiencies and
understand content.
I use a lot of PowerPoints
with pictures to try and
help students understand
a concept. I also created a
graphic organizer for our
science unit on
classification. 9/15/21

I still continue to use

visuals, models, and
graphic organizers for my
students who have
different learning needs.
Although I do not have
English Learners in the
classroom, I have
students who learn better
visually. 5/8/22

I continue to focus on
visuals in the classroom
to support students. It
does help students
although I do not have
any English learners.
12/22

Continued. 4/8
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. 9/15/21
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.
I have a scheduled SST
meeting for a student
with a learning disability.
9/15/21
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.12/22
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 5/8/22
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for referral.
I have cooperated with
school districts and
families to assist a
student in the classroom.
We have made learning
plans and goals for this
students in zoom
meetings. 5/8/22
I have sought out more
information on my
students to see how I can
better support them in
class. 12/22
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.4/8
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
I am in contact with my
resource teacher who
takes one of my students
for math. We
communicate regularly
and work together to
make his learning work
for him and that he’s
making progress. 4/8
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.