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

To submit my weekly This is my fourth year

lesson plans, I need to teaching sixth grade
be able to examine and third year at my
concepts in subject school. I think I’ve got
matter and identify the curriculum down
connections between and know it to the point
academic standards
where I can
and instruction.
Identifying academic
differentiate as needed
language is also without having to do so
important when much research prior to
there’s an EL student each lesson.
in the classroom. All 4/24/24
students need to
understand the
requirements for
expectations to be
held. 7/15/23
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 of range of students knowledge of students to
development while and 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 learning ensure student understand subject matter
understanding of subject lessons that addresses needs. Ensures understanding of the including related academic
matter. students’ proficiencies understanding of subject subject matter including language.
and support matter including related related academic language.
Teaches subject-specific understanding of subject academic language. Engages student at all
3.2 Applying vocabulary following matter including related Provides explicit teaching levels of vocabulary,
knowledge of student curriculum guidelines. academic language. Provides explicit teaching of specific academic academic language, and
development and of essential vocabulary, language, proficiencies in
proficiencies to Provides explicit idioms, key words with 4/24/24 self-directed goal setting,
ensure student teaching of essential multiple meanings, and text structures, monitoring, and
understanding of content vocabulary and academic language in ways grammatical, and stylistic improvement. Guides all
subject matter associated academic that engage students in language features to students in using analysis
language in single accessing subject matter ensure equitable access to strategies that provides
lessons or sequence of text or learning activities. subject matter equitable access and deep
lessons. Explains 7/15/23 understanding for the understanding of subject
academic language, 12/2/23 range of student language matter.
formats, and vocabulary levels and abilities.
to support student
access to subject matter
when confusions are
identified.

Especially in a This year I have a

Reading/Literature smaller class and it has
lesson, it’s crucial to been much more
start by teaching manageable to provide
vocabulary and key explicit teaching and
words that students work with students
need to know for individually as needed
comprehension to to meet their needs
take place. 7/15/23 4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments in readiness to organize and to organize and adjust resources to flexibly and
student understanding of single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
support understanding understanding. extend student
facilitate student
of subject matter. 12/2/23 understanding. Ensures student
understanding of the
7/15/23 4/24/24 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

This is where a Teaching the same

curriculum map grade level and
comes in handy. My curriculum for the past
grade level also three years, I have
meets on a weekly become better at
basis to make sure organizing curriculum
we’re at the same to facilitate student
pace in our understanding and
curriculum. 7/15/23 learning that is
personable and
relatable to students.
4/24/24
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 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-cognitive
instructional lessons to increase academic language 4/24/24, to ensure abilities, and support and
strategies that are student understanding appropriate to subject student understanding of challenge the full range of
appropriate to the of academic language matter and that addresses academic language, and student towards a deep
subject matter appropriate to subject students’ diverse learning guide student in knowledge of subject
matter. 7/15/23 needs. understanding matter.
12/2/23 connections within and
across subject matter.

Sometimes, I need to I am looking forward to

gather supplemental getting our science
material rather than curriculum updated
just using the next school year. It’s
materials provided been a struggle finding
in the curriculum. up-to-date science facts
For example, our and materials.
science curriculum 4/24/24
is very old and
outdated. I need to
gather sources and
material that are
relatable to today,
and not from the
early 2000s.
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 utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and resources, and materials, resources, and technologies, and resources, technologies,
technologies for specific technologies to make technologies for concept instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible and skill development in meet identified student instructional materials to
adapting resources, matter accessible to to students. subject matter. Resources needs and make subject extend student
technologies, and students. reflect the diversity of the matter accessible to understanding and critical
standards-aligned Explores how to make classroom and support students. thinking about subject
instructional Identifies technological technological resources differentiated learning of matter.
materials including resource needs. available to all students. subject matter. Assists students with
adopted materials, to equitable access to Ensures that student are
make subject matter Guides students to use materials, resources, and able to obtain equitable
accessible to all available print, electronic, technologies. Seeks access to a wide range of
students and online subject matter outside resources and technologies through
resources based on support. ongoing links to outside
individual needs. 12/2/23 resources and support.
7/15/23 4/24/24

At the end of the school I’m grateful for the

year, students work on
a Biome research paper
and project. Students
used print, electronic,
and online resources to
gather their sources and
information needed to
write a research paper.
7/15/23
amount of resources
that are available
digitally. Students have
their own
Chromebooks and it’s
been very helpful to
provide personalized
materials to meet
diverse needs among
students in class.
4/24/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ primary Seeks additional Identifies language Integrates knowledge of Engages English learners in
language and English information describing proficiencies and English English language assessment of their progress
language proficiencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language proficiencies in of language and content. learners’ strengths and development and in meeting
listening, speaking, reading, Differentiates instruction assessed needs into English content standards. Supports
and writing. Uses multiple using one or more language and content students to establish and
measures for assessing components of English instruction. monitor language and content
English learners’ language development to goals.
3.6 Addressing the performance to identify support English learners.
needs of English Provides adapted materials to gaps in English language
learners and student help English learners access development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to content. scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable Attempts to scaffold standards-based instruction range of scaffolded support elimination of scaffolds based
access to the content content using visuals, using literacy strategies, for language and content for on English learners’
models, and graphic 12/2/23 the range of English learners. proficiencies, knowledge, and
organizers. 7/15/23 4/24/24 skills in the content.
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.

I had one EL student I’ve had to use more

and one student with visual guides, pictures,
a learning disability and tools to help my
who needed visual learners as well
accommodation and as my English learners.
modification as 4/24/24
needed. Lots of visual
models and graphic
organizers were used
to provide extra
support and guidance
for these students.
7/15/23
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
3.6 Addressing the with resource personnel and
families.
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.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 7/15/23
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for
referral.
Lots of collaboration
and communication
with parents, the
Success teacher on
our campus, and
myself to provide
equitable support for
students with special
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.
Communicates regularly with
resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in accessing Initiates and monitors
appropriate content.
12/2/23
4/24/24
Refers students as needed in a that is integrated into the
timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
I am in constant
communication with
the parents of English
Learners and student
with special needs. We
have been collaborating
throughout the year and
I’m grateful for the
partnership we have
built this school year.
4/24/24
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.
referral processes and
follow-up meeting to ensure
that students receive support
and/or extended learning
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.