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 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 07/14/23 connections and connections to standards
relevance to students. during instruction and
05/02/24 extend student learning.

I incorporate academic I demonstrate a strong

language instruction understanding of subject
with the appropriate matter, academic content
academic content standards, and
curriculum frameworks. I
standards.
design and implement
developmentally
Lessons and appropriate lesson plans
supplemental that align with state and
resources used also district standards, such as
align with the academic the Common Core State
content standards. Standards for
07/14/23 Kindergarten. These
lessons incorporate a
variety of engaging
activities and materials to
support learners'
development across
multiple domains,
including literacy,
numeracy, social-
emotional skills, and
physical development.
05/02/24
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.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
07/14/23
Plans activities/actions to
assess prior knowledge;
makes connections with
student experiences and
content being taught.
07/14/23
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
Uses formal and informal
assessments to gather
data about each student.
Adapts lessons and SISPs
interventions to reach
students where they are
at. 11/4/2023
I still provide informal
and non-informal
assessments for my
students throughout the
school year to asses their
understanding of the
content matter. 05/02/24
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.07/14/23 understanding.
understanding of the 05/02/24 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.

I build on previous
Lessons build upon one lessons I have used in the
another and lessons flow. past (3rd year teaching
For example: Lessons kinder). I use what
start with foundational worked well and improve
skills (letter & sounds) what I believe didn’t
and later lessons build on work well the previous
this knowledge (CVC years. I also plan math
words). 07/14/23 lessons with my
kindergarten team. We
have a set guideline for
our lessons that include
review, directed
instruction, guided
instruction, and
independent practice.
05/02/24

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject
academic language matter and that
appropriate to subject addresses students’
matter. diverse learning
needs.07/14/23
Students are active
participants in the lesson
through voice, chat, visual
cues, and verbal
expression. 07/14/23
student understanding of and support and
academic language, and challenge the full range of
guide student in student towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter.
11/04/23
In addition to providing a
variety of strategies to
provide equitable
instruction,
accommodations are used
in and outside of the
virtual class. Teacher
communicated and
collaborates with a
variety of staff to help
students on an IEP/SST.
Many resources are
available and assigned to
students who are
receiving intervention in
math and
reading. 11/04/23

I feel I am still in the

integrating section of this
CSTP. 05/02/24

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, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the
Identifies technological technological resources classroom and support
resource needs. available to all students. differentiated learning of
subject matter.
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
students.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. 07/14/23
critical thinking about
subject matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
05/02/24

I foster a culture of
Use of a diverse range of exploration and inquiry. I
adapted resources for establish ongoing links to
Livelesson, homework, outside resources and
and intervention support. support networks. I
All online material is collaborate with parents
accessible to all students. and caregivers to provide
07/14/23 access to technology at
home, sharing
Expanded options for recommendations for
intervention resources educational websites and
for math and reading. apps that align with our
Expanded supplemental curriculum. 05/02/24
materials for students
embedded in weekly
newsletters. Also, added
focus group time after
Live Class for students
who need more
support/review on math
skill taught. 11/04/23
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
3.6 Addressing the English language culture and language learner strengths in the development, English in English language
needs of English 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
learners and student
writing. Uses multiple instruction using one or language and content students to establish and
with special needs to measures for assessing more components of English instruction. monitor language and
provide equitable English learners’ language development to content goals.
access to the content performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
to help English learners
access content.
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
Attempts to scaffold content
using visuals, models, and
graphic organizers.
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
support of learning plans
Applying
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
07/14/23
Learning coach and
students (ELL) receive
translations for lessons,
emails, homework,
feedback, and
accommodations are
made during LiveLessons
including translations,
visuals, etc. 07/14/23
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
Integrating
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
Served on the EL panel
this year where I shared
with our leaders and
admin ways that I have
supported my EL
students & my
background as an EL
learner myself. 05/02/24
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
Innovating
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
and goals.
Learns about referral
processes for students with Seeks additional information
special needs. on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
services are provided and
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.
07/14/23
Attends and is an active
participant in
communicating with
learning coaches, school
psychologist, case
manager in email, STTs,
IEPs, check ins, etc.
07/14/23
Integrating
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.
I have supported IEP
initiations and SST’s for
students who need
supports such as
intervention, speech, or
special education
services. 05/02/24
Innovating
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.