CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and explains the relationship inter-relationships of of subject matter concepts,
matter, related academic academic language to between essential subject concepts, academic current issues, academic
3.1 Demonstrating language, and academic identify connections matter concepts, content standards, and language, and research to
knowledge of subject content standards. between academic academic language, and academic language in make relevant connections
matter academic content standards and academic content ways that ensure clear to standards during
content standards instruction. standards. connections and instruction and extend
relevance to students. student learning. 7/15/23
12/2/234/24/24

I work to keep current on

research and issues
related to elementary
education and child
development as it pertains
to my teaching placement
ot improve my instruction
and extend student
learning. This can be seen
in my portfolio in JEIE
Leadership, Research on
Issues of Teacher
Leadership, and
Leadership Project
sections. 04/24/24

I utilize instructional
strategies that are current
and research based such
as the Guided Language
Acquisition Design (GLAD)
model. This strategy
incorporates academic
language instruction and
vocabulary into lessons
and units that is domain-
specific and connected to
the content standards. For
example, I collaboratively
create pictorial input and
sentence patterning charts
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

with students and then
facilitate
processing/expert groups
for further interaction and
review of the content. I
ensure that all curriculum
and supplementary
materials are content
standard aligned. 7/15/23

I utilize a variety of virtual

math manipulatives
during math instruction to
provide students with
visual representations of
concepts and theories
related to subject matter
content. For example, in a
decimal division unit,
students learn how to use
a virtual math
manipulative to model
place value in relation to
dividing decimals.
Students have the
opportunity to use this
app when completing class
work or homework and to
display an understanding
of the lessons’ objectives.
This app can be used on
both computers and
tablets. Additionally, the
virtual math manipulative
can be utilized during
lessons like decimal
addition. 12/2/23
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 proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ lessons or sequence of students’ diverse ensure student understand subject matter
understanding of subject lessons that addresses learning needs. Ensures understanding of the including related academic
matter. students’ proficiencies understanding of subject subject matter including language. 7/15/23
and support matter including related related academic 12/2/23 4/24/24
3.2 Applying Teaches subject-specific understanding of subject academic language. language.
knowledge of vocabulary following matter including related Engages student at all
student curriculum guidelines. academic language. Provides explicit teaching Provides explicit levels of vocabulary,
development and of essential vocabulary, teaching of specific academic language, and
proficiencies to Provides explicit idioms, key words with academic language, text proficiencies in self-
ensure student teaching of essential multiple meanings, and structures, grammatical, directed goal setting,
understanding of content vocabulary and academic language in and stylistic language monitoring, and
subject matter associated academic ways that engage features to ensure improvement. Guides all
language in single students in accessing equitable access to students in using analysis
lessons or sequence of subject matter text or subject matter strategies that provides
lessons. Explains learning activities. understanding for the equitable access and deep
academic language, range of student understanding of subject
formats, and vocabulary language levels and matter. 12/2/23 4/24/24
to support student access abilities. 7/15/23
to subject matter when
confusions are identified.
I provide students with I connect content to
daily language students’ previous
instruction using an experiences through intro
explicit instruction activities to support
model of “I do, We do, student learning that is
You do” and the Guided focused and engaged. I
Language Acquisition continue to do all listed
Design (GLAD) strategies activities and actions as
like sentence patterning recorded on 7/15/23 and
and pictorial input 12/2/23. 04/24/24
charts. 7/15/23
At the beginning of the
school year, as well as,
before starting
units/topics I pre-assess
students to determine
their foundational
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

knowledge and skills. This
is done using self-made,
curriculum-based, and
computer-based program
(i-Ready) assessments. I
also consider students’
physical and cognitive
development when
choosing instructional
strategies. 7/15/23

I work to plan instruction

and apply instructional
strategies that are both
physically and cognitively
appropriate for my
students. For instance,
knowing the
developmental stage of my
middle childhood students
(10-12 years old) helps to
inform my instructional
choices as their cognitive,
social, and physical
educational needs can be
very different from those
of earlier “middle”
childhood students (6-8-
year-olds). For this reason,
I work to provide students
with opportunities for
critical thinking and
perspective consideration
as these skills blossom
around ten years old
through cognitive growth.
To address students’
physical development, I
include frequent “brain
breaks” and activities
involving movement in
instruction to address
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

their increased energy and
activity levels. 12/2/23

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and of curriculum and related
by site and district to adjustments in single readiness to organize and resources to organize resources to flexibly and
support student lessons or sequence of adjust the curriculum to and adjust instruction effectively organize and
understanding of the lessons to support ensure student within and across subject adjust instruction.
3.3 Organizing subject matter. understanding of subject understanding. matter to extend student 12/2/23 4/24/24
curriculum to matter. understanding. 7/15/23
facilitate student Ensures student
understanding of the comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand. 12/2/23
4/24/24

I work to ensure the When organizing and

content standards and adapting instruction, I
curriculum are spiral the material so that
appropriately sequenced concepts previously taught
to help build on previous are reviewed and
instruction and try to incorporated in new
overlap units of different lessons to fill in gaps in
subjects with common student understanding
themes or elements. An and scaffold areas that
example of this cross- need greater support.
curricular connection is 04/24/24
when teaching an
informative writing unit, Reflective Conversation: I
informative reading unit, facilitate greater student
and science unit about understanding of subject
ecosystems, I plan to matter content by
have students read organizing curriculum
informational texts about using technology.
ecosystems and then pick Specifically, I explore how
an ecosystem to write to seamlessly and
their informative essay effectively incorporate
about. 7/15/23 technology to make my
classroom reflect twenty-
first-century learning. For
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

example, I work to ensure
the criteria for successful
technology integration are
met (I.e., routine and
transparent, accessible
and readily available, and
supportive of curricular
goals). I strive to move my
classroom technology
integration from “basic” to
“seamless.” 12/2/23

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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that academic language, and full range of student
appropriate to the
appropriate to subject addresses students’ guide student in towards a deep knowledge
subject matter
matter. diverse learning needs. understanding of subject matter. 12/2/23
connections within and 4/24/24
across subject matter.
7/15/23
I utilize various I continue to provide many
strategies such as CRT, learning menus and choice
UDL, and GLAD during board activities for my
instruction to meet students. Many, if not all,
students’ diverse of these activities involve
learning needs. I employ technology components
programs such as that students can access
BrainPOP, i-Ready, using their student iPads
Blooket, and Quizizz to and linked through our
meet the needs of ELL LMS Google Classroom or
students or those that SIS CLEVER. I often pull
access information in small groups for
different ways. Students intervention or
are actively engaged in enrichment during this
instruction through designated time.
numerous and various Additionally, I have found
opportunities to be that providing these
involved in learning, such choice boards/learning
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

as digital discussion menus helps keep
boards (Jamboard), independent work
group discussions students focused, engaged,
("Fishbowl" strategy), or and productive while I am
interactive activities working with a small
("Jigsaw" cooperative group. 4/24/24
learning strategy).
Students are given a I work to engage students
choice of which means of in content in a way that
expression or action they allows for student choice.
can use to best meet For example, a choice
their individual needs. board/learning menu
7/15/23 opportunity that I provide
for students daily is “Must-
do/May-do” time. During
this time, I present
students with activities
they “must” complete
directly linked to our
current instruction and
curriculum. Then, I
present students with
activities they “may”
complete, which they are
free to choose from based
on their interests and
learning styles. 12/2/23

Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional materials, instructional materials, utilizes appropriate of adapted resources, identifying and adapting
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. matter accessible to understanding and critical
materials including Explores how to make Resources reflect the students. thinking about subject
adopted materials, Identifies technological technological resources diversity of the matter. 7/15/23 12/2/23
to make subject resource needs. available to all students. classroom and support Assists student with 4/24/24
matter accessible to differentiated learning of equitable access to
all students subject matter. materials, resources, and Ensures that student are
technologies. Seeks able to obtain equitable
access to a wide range of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Guides students to use outside resources and technologies through
available print, support. ongoing links to outside
electronic, and online resources and support.
subject matter resources 7/15/23 12/2/23 4/24/24
based on individual
needs.
I continue to do all listed
activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24

Classroom Observation-
Across all subject areas, I
incorporate technology to
support and enhance
students’ learning. For
example, I utilize
programs like BrainPOP
and Khan Academy to
provide students with
videos supporting
academic curricula.
Additionally, these videos
have attached activities
like quizzes, thinking
maps, and learning games
that enhance/extend
student learning on the
given topic. 12/2/23

I plan ways for students to

extend and deepen
understanding and critical
thinking such as project-
based learning
opportunities that address
meaningful real-word
situations. For example, a
Math unit called “Volume
Ville” where students
demonstrate their
understating of area,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

volume, and 3-D shapes by
creating their own model
town using recycled
materials, internet
research, and curriculum
materials. 7/15/23

In my classroom all
students have access to
iPads with an array of
apps and educational
programs. I also teach my
class in the campus
Technology Learning
Center and STEM Lab to
expose them unique
technologies like 3D
printers and Ozobot
Robots. I hope to use
school and community
resources to further
extend students’ access to
other outside technology
resources. 7/15/23

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
3.6 Addressing the measures for assessing more components of English instruction. 7/15/23 monitor language and
needs of English English learners’ language development to content goals. 12/2/23
learners and student performance to identify support English learners. 4/24/24
with special needs to gaps in English language
provide equitable Provides adapted materials development. Creates and implements Develops and adapts
access to the content to help English learners scaffolds to support instruction to provide a Is resourceful and flexible in
access content. Attempts to scaffold content standards-based instruction wide range of scaffolded the design, adjustment, and
using visuals, models, and using literacy strategies, support for language and elimination of scaffolds based
graphic organizers. SDAIE, and content level content for the range of on English learners’
English language English learners. 7/15/23 proficiencies, knowledge, and
development in order for skills in the content. 12/2/23
students to improve 4/24/24
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.
3.6 Addressing the
needs of English
learners and student
with special needs to
provide equitable Attends required meeting
access to the content with resource personnel
and families.
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
Applying
language proficiencies and
understand content.
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
Integrating
I use ELPAC, CAASPP,
curriculum-based
assessments, and daily
informal assessments to
inform my English
Language Arts whole
group and small group
instruction. I utilized
strategies such as UDL,
CRT, and GLAD to meet
the needs of English
learners. For example,
the use of GLAD
strategies like pictorial
input charts specifically
help me to incorporate
academic language into
content instruction. I also
integrate scaffolds and
adaptations such as
sentences stems and
sentence patterning
charts into instruction.
7/15/23
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 7/15/23
Communicates and
collaborates with
colleagues, support staff,
and families to ensure
consistent instruction.
Supports families in
Innovating
I continue to do all listed
activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24
I work with English
language learners to
evaluate their
development of the
English language and their
adherence to curriculum
standards. For instance, I
use the BrainPOP ELL
program, which focuses on
language proficiency for
English language learners.
The diagnostics in this
program aid in directing
my small group
instruction and program
adaptation for the
students. This aids in
assisting students in
setting and keeping track
of language and content
goals. 12/2/23
Guides and supports the full
range of students with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content. 12/2/23
4/24/24
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
support of learning plans
and goals.
Learns about referral
processes for students with
special needs.
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for referral.
Applying
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.
Integrating
positive engagement with
school.
Initiates and monitors
referral processes and
follow-up meetings to
ensure that students receive
support and/or extended
learning that is integrated
into the core curriculum.
7/15/23 12/2/23
I integrate all
accommodations,
adaptations, and
modifications for
students in accordance
with their IEPS, 504s, or
Student Success Team
plans. An example is
strategic seating and
multiple opportunities
for productive student
grouping to meet the
special needs of specific
learners. 7/15/23
I initiate and monitor the
referral process to
ensure students receive
the support they need
both inside the
classroom and outside of
the classroom. I
incorporate extending
activities to deepen
student understanding of
content knowledge for
students identified as
gifted and talented.
7/15/23
Innovating
coordinated program to
optimize success of the full
range of students with special
needs. 7/15/23 12/2/23
4/24/24
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementation of
referral processes. 04/24/24
As part of the district wide
SEL Task Force, I work
with administration at
both the school site and
district level to create and
implement programs that
are effective and support
student success. I
continue to do all listed
activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24
I provide guidance and
support to students with
special needs across the
entire spectrum so they
can actively participate in
the assessment process
and keep track of their
abilities, areas for growth,
and progress in content
access. For example,
student seating
arrangements in the
classroom are carefully
considered to
accommodate all 504 and
IEP plans as well as the
unique needs of the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students. I also include
accommodations in the
lesson plan for students
with special
needs.12/2/23

I work collaboratively and

communicate with our
school-site Resource
Specialist Program
Teacher, Speech Language
Pathologist,
administration, School
Psychologist, and families
to make coordinated plans
for students with special
needs. I am involved in
IEP, 504, and Student
Success Teams for all
students on my roster and
mainstreamed in my class.
7/15/23