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 07/15/2023 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
extend student learning.

There is a review that
takes place of the
previous lesson to active
previous knowledge and
content. The students are
also introduced to new
vocabulary and the
students are informed of
the learning objective.
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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 and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
07/15/2023 understanding of subject matter including related related academic
matter including related academic language. language. Engages student at all
3.2 Applying Teaches subject-specific academic language. levels of vocabulary,
knowledge of vocabulary following Provides explicit teaching Provides explicit teaching academic language, and
student development curriculum guidelines. Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to 07/15/2023 of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.

The Education Specialist
monitors the progress of
each individual student
that is on their caseload.
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Students are introduced
to specific vocabulary

that in relevant to lesson.
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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.
understanding of the 07/15/2023 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I will rotate around the
classroom to check for
understanding with
students and that will
determine if more time
needs to be spent is a
specific area of the
curriculum.
07/15/2023

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
07/15/2023 connections within and matter.
across subject matter.
I research different
methods of teaching to
each specific class and I
explore many online
resources ( BrainPOP,
teachers pay teachers.) to
find additional activities,
projects and worksheets.
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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 specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to 07/15/2023 subject matter. equitable access to Ensures that student are
make subject matter 07/15/2023 materials, resources, and able to obtain equitable
accessible to all technologies. Seeks access to a wide range of
students Guides students to use outside resources and technologies through
available print, electronic, support. ongoing links to outside
and online subject matter resources and support.
resources based on
individual needs.
Research and find I will us manipulatives
organizations that and tangible items to help
support free electronics. support students in a
Also, talk to the school lesson. For example, if
and inquire if there is a students are learning
way for students to take how to American
home a computer, an iPad currency I will provide
or a hotspot. fake money.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. 07/15/2023 instruction using one or language and content students to establish and
Uses multiple measures for more components of English instruction. monitor language and
3.6 Addressing the assessing English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student 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 wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
07/15/2023 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I reach out to the parent
to receive a better
understanding of the
primary language and
culture and create
lessons. With listening,
reading and writing, I
research the different
vowel and constant
sounds and compare and
contrast and create a
lesson.

07/15/2023

I use graphic organizers
to introduce new
vocabulary. Using a
graphic organizer
students are able to
create a visual, learn
vocabulary, context and
put the new vocabulary
word in a sentence.
07/15/2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable 07/15/2023 progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Refers students as needed in follow-up meeting to ensure
special needs. Seeks additional information a timely and appropriate that students receive Takes leadership at the
on struggling learners and manner supported with support and/or extended site/district and collaborates
advanced learners to documented data over time, learning that is integrated with resource personnel to
determine appropriateness including interventions tried into the core curriculum. ensure the smooth and
for referral. previous to referral. effective implementations of
referral processes.
Through collaboration
with parents, special
education teachers and
para-educators specific
academic are created and
discussions are done for
overall support.
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