CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating
language, and academic
knowledge of subject
content standards.
matter academic
9/20/22
content standards
While I have a
preliminary
multiple-subject
credential, this is my
first-year teaching
Science, so I am getting in
the habit of using the
more specific academic
language for the subject
and becoming more
familiar with the NGSS.
9/20/22
Exploring Applying Integrating Innovating
Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
subject matter and the relationship between inter-relationships of of subject matter
academic language to essential subject matter concepts, academic concepts, current issues,
identify connections concepts, academic content standards, and academic language, and
between academic content language, and academic academic language in research to make relevant
standards and instruction. content standards. ways that ensure clear connections to standards
4/22/23, 12/4/23 connections and during instruction and
relevance to students. extend student learning.
When planning a unit I
preview the associated
key concepts and
vocabulary in order to
support students in
making connections to
prior knowledge from
previously covered units.
4/22/23, 12/4/23
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. 9/20/22
student development
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and associated
subject matter academic 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.
9/20/22, 4/22/23,
12/4/23
When introducing
academic language and
content-specific
vocabulary I use it in the
proper context, then task
students with using
context clues to share
what their understanding.
By first focusing on the
context before providing a
rote definition, students
can display a better
understanding as opposed
to memorizing a
definition. 9/20/22,
4/22/23, 12/4/23
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
4/22/23, 12/4/23 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in
of essential vocabulary, language, text structures, self-directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access to students in using analysis
ways that engage students subject matter strategies that provides
in accessing subject understanding for the equitable access and deep
matter text or learning range of student language understanding of subject
activities. levels and abilities. matter.
If I observe a lack of
understanding or
confusion amongst a
group of students
regarding key concepts or
related academic
language, either through
their own expression or
when I walk the room
during independent work,
I will “rewind” the lesson
to clarify
misunderstandings to
ensure students complete
a task with clarity.
4/22/23, 12/4/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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. 9/20/22
understanding of the
subject matter
I review the Amplify
Science curriculum and
adjust lessons and/or the
lesson sequence to include
opportunities for more
explicit instruction or
more activities for partner
and/or group work. I also
adjust the pacing based on
my school’s 70-minute
block schedule. 9/20/22
Applying Integrating Innovating
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources of curriculum and related
readiness to organize and to organize and adjust resources to flexibly and
adjust the curriculum to instruction within and effectively organize and
ensure student across subject matter to adjust instruction.
understanding. 4/22/23, extend student
12/4/23 understanding. Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
When planning a unit I
preview the lessons and
adjust and organize them
in a way that will
maximize opportunities
for student learning as
determined by previous
performance on
assessments and
classwork. This might
include opportunities for
more explicit instruction,
more time for
partner/small group
work, or time for
reteaching of key
concepts. 4/22/23,
12/4/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single lessons
3.4 Utilizing curriculum. or sequence of lessons to
instructional increase student
strategies that are understanding of
appropriate to the academic language
subject matter appropriate to subject
matter. 9/20/22
I task students with using
context clues to determine
the meaning/purpose of
subject specific
words/phrases when they
are first introduced to
academic language, then I
ask them to share their
understanding. If further
clarification is needed, I
will use similar, more
familiar language to
strengthen their
understanding. 9/20/22
Applying Integrating Innovating
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that addresses academic language, and challenge the full range of
students’ diverse learning guide student in student towards a deep
needs. 4/22/23, 12/4/23 understanding knowledge of subject
connections within and matter.
across subject matter.
Throughout a lesson
students have ample
opportunities to engage
with the material and
complete tasks using hard
copy workbooks, online
simulation models,
physical models, as well
as printed and digital
articles. I continue to
organize my lessons to
include a combination of
tasks based on reading,
written expression,
technology use, in
addition to partner, group,
and whole class
discussion. 4/22/23,
12/4/23
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 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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. 9/20/22 subject matter. Resources matter accessible to understanding and
technologies, and
Explores how to make reflect the diversity of the students. critical thinking about
standards-aligned
Identifies technological technological resources classroom and support subject matter.
instructional
resource needs. 9/20/22 available to all students. differentiated learning of Assists student with
materials including
subject matter. 4/22/23, equitable access to Ensures that student are
adopted materials,
12/4/23 materials, resources, and able to obtain equitable
to make subject
technologies. Seeks access to a wide range of
matter accessible to
Guides students to use outside resources and technologies through
all students
available print, electronic, support. ongoing links to outside
and online subject matter resources and support.
resources based on
individual needs.
4/22/23, 12/4/23
I use the instructional I plan my lessons to allow
materials and resources for ample opportunities
provided by the Amplify for students to engage
Science curriculum, in with the material and
addition to the complete tasks using hard
technology tools copy workbooks, online
referenced in the simulation models,
curriculum. Most physical models, as well
technology tools are as printed and digital
available as links on the articles. When available,
Amplify Science website students are able to select
or as an application for whether they would like
the students’ iPads. to utilize hard copy or
9/20/22 digital tools. 4/22/23,
12/4/23
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 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
9/20/22, 4/22/23, writing. Uses multiple instruction using one or language and content students to establish and
12/4/23 measures for assessing more components of English instruction. monitor language and
3.6 Addressing the 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 development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Provides adapted materials Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
to help English learners using visuals, models, and using literacy strategies, for language and content for based on English learners’
access content. graphic organizers. 9/20/22, SDAIE, and content level the range of English proficiencies, knowledge,
4/22/23 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
English is the primary I utilize the instructional
language of the majority materials provided by the
of the student Amplify Science
population. 9/20/22, curriculum, most of which
4/22/23, 12/4/23 are descriptive visuals and
scientific models.
9/20/22, 4/22/23,
12/4/23
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.
9/20/22
Attends required meeting
3.6 Addressing the with resource personnel
needs of English and families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. 9/20/22
I thoroughly review the
Learning Profiles for
students receiving
services from our
Student Support staff.
9/20/22
I am familiar with the
steps to refer a student to
our Student Support
staff. 9/20/22
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.
4/22/23, 12/4/23
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. 4/22/23,
12/4/23
I reach out to our Student
Support staff when I
notice a student is
particularly challenged
with specific tasks in an
effort to find and make
adjustments to support
their learning. 4/22/23,
12/4/23
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. 9/20/22, 4/22/23,
12/4/23
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
When challenges arise
and a student’s learning is
impacted, I communicate
with our Student Support
staff and the students’
family in an effort to work
together to meet the
students’ present needs
for progress. 9/20/22,
4/22/23, 12/4/23
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.