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 concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections subject matter concepts, content standards, and language, and research to
knowledge of
content standards. between academic academic language, and academic language in ways make relevant
subject matter
content standards and academic content that ensure clear connections to standards
academic content
instruction. standards. 7/15/23, connections and relevance during instruction and
standards
12/9/23 to students. extend student learning.
4/26/24

I collaborated with I try to find multiple ways

teachers and to engage students in
administrators to discuss meaningful learning. One
which parts of a unit that way I try to do that is by
were most important to finding ways to connect
for students to spend student learning to the
time learning. I would real world. In science,
also make sure to students have been
integrate important learning how plants and
vocabulary terms and animals contribute to their
spend time explicitly environment. Students
teaching them to have been learning about
students, and habitats and are getting
encouraging student to ready to make their own
use them. 7/15/23 model of a habitat and
write about how plants
In math and social and animals interact
studies, I have been together. I also have a
spending a lot of time wildlife biologist coming
teaching academic to talk about the impact
vocabulary to build we can have on the
students understanding habitats around us.
of standards and topics 4/26/24
essential to the grade
level. 12/9/23
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 response to knowledge range of students knowledge of students to
development while and implements learning of student development development into guide all students to
becoming aware of activities in single and 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
matter. students’ proficiencies understanding of subject subject matter including academic language.
and support matter including related related academic language. 4/26/24
Teaches subject-specific understanding of subject academic language. 12/9/23
vocabulary following matter including related Engages student at all
3.2 Applying
curriculum guidelines. academic language. Provides explicit Provides explicit teaching levels of vocabulary,
knowledge of
7/15/23 teaching of essential of specific academic academic language, and
student
vocabulary, idioms, key language, text structures, proficiencies in self-
development and
Provides explicit words with multiple grammatical, and stylistic directed goal setting,
proficiencies to
teaching of essential meanings, and academic language features to monitoring, and
ensure student
content vocabulary and language in ways that ensure equitable access to improvement. Guides all
understanding of
associated academic engage students in subject matter students in using analysis
subject matter
language in single accessing subject matter understanding for the strategies that provides
lessons or sequence of text or learning range of student language equitable access and deep
lessons. Explains activities. 7/15/23 levels and abilities. understanding of subject
academic language, 12/9/23 4/26/24 matter.
formats, and vocabulary
to support student
access to subject matter
when confusions are
identified.

Using data, I would Since a large portion of In social studies, I have I use what I know about
utilize prior knowledge my class are multilingual been building background students’ academic
to navigate through my learners, I spent a lot of knowledge around the language proficiency to
approach to instruction. time going over United States Government, guide how I scaffold
If it was a completely vocabulary, and relating since this is the first time instruction. Students use
new topic, I would spend it to other words they students have been vocabulary journals to log
more time on setting a are familiar with. I would introduced to students. I any words they may not
foundation, as opposed find ways to integrate use various means for know, and we discuss
to a topic that students those words throughout explicitly teaching meanings of unfamiliar
are more familiar with. different content areas students, including videos, words using context clues.
7/15/23 and point them out as articles, reflective 4/26/24
they came up in class. I discussion, and group
would frequently ask work. 12/9/23
students if they could
recall what those words I teach students proper
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

meant. 7/15/23 grammatical structures,
and I model age-
appropriate methods of
writing using mentor
sentences as guides for
instruction. Students
practice with me and then
they attempt to imitate
these mentor sentences.
4/26/24
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and curriculum and student curriculum and resources of curriculum and related
by site and district to considers adjustments in readiness to organize to organize and adjust resources to flexibly and
support student single lessons or and adjust the instruction within and effectively organize and
3.3 Organizing understanding of the sequence of lessons to curriculum to ensure across subject matter to adjust
curriculum to subject matter. support understanding student understanding. extend student instruction.4/26/24
facilitate student of subject matter. 7/15/23 understanding. 12/9/23
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/26/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I frequently adjust As I plan a unit of I have a deep
curriculum so I can instruction, I anticipate understanding of the
effectively teach it in a certain lessons that curriculum and know how
way that is most students may need to supplement materials
appropriate for students’ additional time to grasp, for reading and writing
current level of based on the background workshop to best meet the
readiness. Sometimes I knowledge students have. needs of my students. I
change the manner of With that, I plan extra days spend time reflecting on
how I teach it, like using to teach certain lessons in my lessons to pinpoint
iPads for a lesson instead case students need more areas of needed
of a standard worksheet.. time to practice a concept improvement and make
I also find ways to before moving onto a new adjustments based on
connect content across lesson. 12/9/23 areas where students may
subject matter, so the be struggling to
information becomes understand. Students
more transferable and regularly participate in
gives more opportunity checking for
to students to retain understandings, which
information. 7/15/23 gives me feedback as to
who is understanding and
who needs more time with
me during small groups.
4/26/24
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-
instructional lessons to increase academic language to ensure student cognitive abilities, and
strategies that are student understanding of appropriate to subject understanding of academic support and challenge the
appropriate to the academic language matter and that language, and guide full range of student
subject matter appropriate to subject addresses students’ student in understanding towards a deep knowledge
matter. 7/15/23 diverse learning needs. connections within and of subject matter.
12/9/23 across subject matter.
4/26/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I used a variety of I use a variety of anchor In writing, I use a
instructional strategies, charts that have word combination of mini
such as group work, peer definitions with visuals. I lessons to teach target
feedback, whole group also often revisit skills, which gives students
and small group vocabulary terms and plenty of time to apply
instruction. I also use a encourage students to during independent
variety of materials to use correct terms when practice. I also model
help students access the we are discussion a desired writing styles to
material, so they can particular subject. students and provide them
learn through visual aids, 12/9/23 with graphic organizers to
tactile aids, or auditory help them organize their
aids. 7/15/23 writing. I also explicitly
teach important academic
vocabulary terms, to
display them in the class,
and to reference and use
them frequently. 4/26/24

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate 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. and skill development in needs and make subject extend student
adopted materials, students. subject matter. matter accessible to understanding and critical
to make subject Explores how to make Resources reflect the students.12/9/23 thinking about subject
matter accessible to Identifies technological technological resources diversity of the matter. 4/26/24
all students resource needs. available to all students. classroom and support Assists student with
differentiated learning of equitable access to Ensures that student are
subject matter. 7/15/23 materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
Guides students to use outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

available print,
electronic, and online
subject matter resources
based on individual
needs.
I try to utilize various
methods so students can
demonstrate their
learning through
drawings, recording,
words, and movement.
Students also use tools
like whiteboard so I can
quickly assess which
students seem to
understand the content,
and which will need
further support. 7/15/23
support. 7/15/23,
12/9/23
I provide students with
anchor charts, visual aids,
visual instructions, timers,
and access to tactile
materials, like math
manipulatives, sentence
frames, and word banks,
so they can be successful
in their independent work.
7/15/23
In reading students use
books, iReady Reading,
Reading A-Z, Epic!, and
resources in small group
instruction to practice
phonological awareness,
decoding, encoding,
reading fluency, and
comprehension skills.
12/9/23
ongoing links to outside
resources and support.
4/26/24
I spent time adapting
reading instruction to
better meet the
comprehension needs of
students. I started using a
reading platform called
ReadWorks to help me
assess student
comprehension skills.
They have access to online
platforms like ReadWorks,
iReady, and Reading A-Z
which helps students with
decoding and
comprehension skills.
They have opportunities
to use all these platforms
that are differentiated and
utilized multiple times a
week. 4/26/24

3.6 Addressing the Is aware of students’ Seeks additional
needs of English primary language and information describing
learners and student English language elements of culture and
proficiencies based on language proficiencies in
with special needs to
available assessment data. listening, speaking, reading,
provide equitable and writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify
gaps in English language
Provides adapted materials development.
to help English learners
access content. Attempts to scaffold
content using visuals,
models, and graphic
organizers.
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of
English language
development to support
English learners. 7/15/23,
12/9/23
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction. 4/26/24
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
4/26/24
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
7/15/23, 12/9/23
I teach and use an ELD I use the Frayer model for
curriculum that allows me vocabulary acquisition,
to assess language sentence frames for
conventions used by each
proper sentence structure,
multilingual learn, to assess
the strengths and gaps in
and use a science of
their English Language reading based approach to
development. I also seek phonics instruction
out information by (orthographic mapping,
integrating reading, writing, visuals and songs to
speaking, and listening accompany spelling and
throughout content areas. sound patterns). 4/26/24
7/15/23

I create procedures, anchor

charts, and instructions
with visuals to aid
understanding. I also create
activities so students can
listen to audio instructions
if they struggle to read
directions. I provide
sentence frames to help
students use complete
sentence in writing
assignments. 7/15/23.

Students who are learning

English as a second
language have daily English
Language Development
lessons. Through these
lessons they learn proper
sentence structure, parts of
speech, and practice
listening and speaking skills
with peers while I provide
feedback. 12/9/23
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.
Attends required meeting
with resource personnel
and families.
3.6 Addressing the
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.
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.
7/15/23
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.
I reference IEPs, and “SPED
Passports” which give me
an overall look at student
strengths, needs, and
accommodations. I also
look at data from the
previous year, iReady data,
and pre-assessments to
expand my understanding
of student needs. 7/15/23
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. 12/9/23
Communicates regularly
with resource personnel,
para-educators, and
families to ensure that
student services are
provided and progress is
made in accessing
appropriate content.
7/15/23, 12/9/23
Refers students as needed
in a timely and appropriate
manner supported with
documented data over time,
including interventions
tried previous to referral.
7/15/23, 12/9/23
I frequently meet with the
SPED teacher to ask for
feedback and strategies as
well as families to find best
practices for support
students’ academic goals.
7/15/23
I submitted referrals for
students who I had
academic or behavioral
concerns for, after
attempting various
interventions and
strategies. 7/15/23
Students in class that have
special needs have SPED
passports, which gives me a
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with special the assessment and monitor
needs to ensure adequate their own strengths, learning
support and challenge. needs, and achievement in
4/26/24 accessing content.
Communicates and Communicates and
collaborates with colleagues, collaborates with resource
support staff, and families to personnel, para-educators,
ensure consistent instruction. families, leadership, and
students in creating a
Supports families in positive
coordinated program to
engagement with school.
optimize success of the full
4 /26/24
range of students with
special needs.
Initiates and monitors
referral processes and follow-
Takes leadership at the
up meeting to ensure that
site/district and collaborates
students receive support
with resource personnel to
and/or extended learning
ensure the smooth and
that is integrated into the
effective implementations of
core curriculum. 4/26/24
referral processes.
I use students’ SPED
passports to help me
identify classroom
accommodations. I
collaborate regularly with
the RSP teacher to discuss
behavioral and academic
progress. We work
together to adapt
classwork and
assessments as needed.
She gives me ideas for
accommodations to try in
class. I follow up with
administrators regularly
to get updates on referral
processes and students I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

quick overview of their am concerned about. I use
accommodations needed behavior trackers, graphic
throughout the day in class. organizers, break
I also consistently
schedules, and
communicate with support
staff to get help with
communicate with families
resources to help regularly in order to best
accommodate students’ serve students. 4/26/24
needs. My school uses
Deanslist to input any
behaviors that need
monitoring, and I
communicate with families
regularly using
ParentSquare. 12/9/23