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 matter and the relationship between inter-relationships of knowledge of subject
subject matter, academic language to essential subject matter concepts, academic content matter concepts, current
3.1 Demonstrating related academic identify connections concepts, academic standards, and academic issues, academic
knowledge of subject language, and between academic content language, and academic language in ways that ensure language, and research to
matter academic academic content standards and instruction. content standards. clear connections and make relevant
content standards standards. relevance to students. connections to standards
during instruction and
extend student learning.

I address common terms,

vocabulary, and key
concepts through unit
packets that foster
understanding. I use
common subject matter
terms and concepts to
reiterate their importance
and connection to the
content (7.15.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
knowledge of student development and response to knowledge of range of students knowledge of students to
student stages of implements learning student development and development into guide all students to
development while activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
becoming aware of or sequence of lessons that students’ diverse learning ensure student understand subject
differences in addresses students’ needs. Ensures understanding of the subject matter including related
students’ proficiencies and support understanding of subject matter including related academic language.
understanding of understanding of subject matter including related academic language.
subject matter. matter including related academic language. Engages student at all
3.2 Applying academic language. Provides explicit teaching of levels of vocabulary,
knowledge of Teaches subject- Provides explicit teaching specific academic language, academic language, and
student development specific vocabulary Provides explicit teaching of essential vocabulary, text structures, grammatical, proficiencies in self-
and proficiencies to following of essential content idioms, key words with and stylistic language directed goal setting,
ensure student curriculum vocabulary and associated multiple meanings, and features to ensure equitable monitoring, and
understanding of guidelines. academic language in academic language in access to subject matter improvement. Guides all
subject matter single lessons or sequence ways that engage understanding for the range students in using analysis
of lessons. Explains students in accessing of student language levels strategies that provides
academic language, subject matter text or and abilities. equitable access and
formats, and vocabulary to learning activities. deep understanding of
support student access to subject matter.
subject matter when
confusions are identified.

I create activities and

instruction and use word
banks to address
uncommon words for
English Language
Learners and discuss
their meaning in its
context.

I have lessons and

instructional days on
vocabulary in each unit
and assess students'
knowledge through
weekly quizzes to better
understand student
comprehension. (7.15.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
organization of curriculum and considers curriculum and student curriculum and resources to knowledge of curriculum
curriculum as adjustments in single readiness to organize and organize and adjust and related resources to
provided by site and lessons or sequence of adjust the curriculum to instruction within and across flexibly and effectively
3.3 Organizing district to support lessons to support ensure student subject matter to extend organize and adjust
curriculum to student understanding of subject understanding. student understanding. instruction.
facilitate student understanding of matter.
understanding of the the subject matter. Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I organize curriculum and
units before school starts
that outline the entire
course. The course guide
shows the topic of each
lesson and shows the
activities of each day. Access
to material is also linked to
ensure student success. Units
flow chronologically with an
emphasis on themes and
connections to further
student understand.
(7.15.23)
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 lessons strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing
curriculum. or sequence of lessons to student understanding of students’ diverse learning, to develop enthusiasm,
instructional
increase student academic language ensure student meta-cognitive abilities,
strategies that are
understanding of academic appropriate to subject understanding of academic and support and
appropriate to the
language appropriate to matter and that addresses language, and guide student challenge the full range of
subject matter
subject matter. students’ diverse learning in understanding student towards a deep
needs. connections within and knowledge of subject
across subject matter. matter.
I address common terms,
vocabulary, and key concepts
through unit packets that
foster understanding. I use
common subject matter
terms and concepts to
reiterate their importance
and connection to the
content. Students are given
graphic organizers to
reinforce learning and
understanding. (7.15.23)
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 instructional materials, utilizes appropriate adapted resources, identifying and adapting
materials, resources, resources, and instructional materials, technologies, and resources, technologies,
and technologies for technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
specific lessons to subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
make subject matter to students. and skill development in needs and make subject extend student
technologies, and
accessible to subject matter. Resources matter accessible to understanding and
standards-aligned
students. Explores how to make reflect the diversity of the students. critical thinking about
instructional
technological resources classroom and support subject matter.
materials including
Identifies available to all students. differentiated learning of Assists student with
adopted materials, to
technological subject matter. equitable access to materials, Ensures that student are
make subject matter
resource needs. resources, and technologies. able to obtain equitable
accessible to all
Guides students to use Seeks outside resources and access to a wide range of
students
available print, electronic, support. technologies through
and online subject matter ongoing links to outside
resources based on resources and support.
individual needs.
I have access to historical
databases that allow me to
incorporate appropriate
resources within the
classroom and their
connection to the historical
content we are learning.
Students have online access,
and all resources are linked
to the classroom to ensure
access and success. (7.15.23)
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 English Engages English learners in
primary language and describing elements of proficiencies and English language development, English assessment of their progress
English language culture and language learner strengths in the learners’ strengths and assessed in English language
proficiencies based on proficiencies in listening, study of language and needs into English language and development and in meeting
available assessment speaking, reading, and content. Differentiates content instruction. content standards. Supports
data. writing. Uses multiple instruction using one or students to establish and
measures for assessing more components of English monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners. Develops and adapts instruction
learners and student in English language to provide a wide range of
with special needs to development. Creates and implements scaffolded support for language Is resourceful and flexible in
provide equitable Provides adapted scaffolds to support and content for the range of the design, adjustment, and
access to the content materials to help Attempts to scaffold content standards-based instruction English learners. elimination of scaffolds
English learners access using visuals, models, and using literacy strategies, based on English learners’
content. graphic organizers. SDAIE, and content level proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I identify English All instruction is adapted to
Language Learners and address challenging words
their proficiency levels. and key concepts within
To assist ELLs I provide historical documents. With
word banks, key terms, ELLs the biggest challenge is
and key concepts of old documents and the
documents to clarify any verbiage used within the
misunderstandings. document. Finding similar
(7.15.23) words addresses
misunderstanding and
confusion. (7.15.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
the full range of on the full range of students full range of students adaptations, and extensions to range of student with
students identified identified with special needs identified with special needs instruction for the full range of special needs to actively
with special needs to address challenges or to assess strengths and students with special needs to engage in the assessment
through data provided supports in single lessons or competencies to provide ensure adequate support and and monitor their own
by the school. sequence of lessons. appropriate challenge and challenge. strengths, learning needs,
accommodations in and achievement in
instruction. Communicates and collaborates accessing content.
Cooperates with resource with colleagues, support staff,
personnel, para-educators, Communicates regularly and families to ensure Communicates and
3.6 Addressing the Attends required and families during meetings with resource personnel, consistent instruction. Supports collaborates with resource
needs of English meeting with resource and activities in support of para-educators, and families families in positive engagement personnel, para-educators,
learners and student personnel and learning plans and goals. to ensure that student with school. families, leadership, and
with special needs to families. services are provided and students in creating a
provide equitable progress is made in Initiates and monitors referral coordinated program to
access to the content accessing appropriate processes and follow-up optimize success of the full
content. meeting to ensure that students range of students with
Seeks additional information receive support and/or special needs.
on struggling learners and Refers students as needed in extended learning that is
advanced learners to a timely and appropriate integrated into the core Takes leadership at the
Learns about referral determine appropriateness manner supported with curriculum. site/district and
processes for students for referral. documented data over time, collaborates with resource
with special needs. including interventions tried personnel to ensure the
previous to referral. smooth and effective
implementations of referral
processes.
I teach Advance
Placement History,
It is rare for me to
attend or meet with
personal regarding
student special
needs. While I
understand the
referral process, IEP
meetings, and the
correct steps to take.
I will need more
resources.
Additionally, I have
only had one
student on an IEP,
student was high
functioning and was
placed in Honors
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

history my first-year
teaching. I have full
access to a range of
student data for
students on IEPs or
504 plans. (7.15.23)