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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. connections and connections to standards
content standards
relevance to students. during instruction and
7/16/23 extend student learning.
And 12/10/23 5/1/24

- I want to make - I frequently

sure that search for new
relevance of each research,
unit is clear to sources, and
students and activities to
therefore I make implement into
frequent my classroom
connections to curriculum and
present day practices. This
events and helps me stay
technology. I current with new
especially focus practices and
on issues on events and
injustice which makes learning
students are very more relevant for
engaged in. students in my
- I engage in class.
research about - Students have
the most recent opportunities to
discoveries and research topics
language shifts in and events that
terms of they are
historical topics interested in and
in order to make add to their
stronger knowledge of
connections for current events.
students. 5/1/24
- Students activate
background
knowledge and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

brainstorm their
collective
knowledge of
world events.
7/16/23

- I provide
students with
opportunities to
engage with real
world issues and
research wider
relevance of the
content they are
learning about.
By seeing the
modern
implications,
students take
more ownership
over their
learning and are
more engaged in
class.
- Students are able
to create big
questions and
research
information to be
able to answer
those questions.
12/10/23
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.
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 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
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
7/16/23 levels and abilities. matter.
12/10/23
And 5/1/24
- I take a holistic - I am able to
view of student apply the
development and knowledge I have
take into account of student
all student assets development as
and experiences well as personal
that they bring strengths to
into the ensure student
classroom in understanding of
order to make the academic
content relevant content.
for them. - I have created
- I provide explicit opportunities for
teaching of students to learn
historical terms about specific
and ensure academic
students language and text
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

understand how in order to make
these terms and the process
themes connect easier for
to the content. students and
7/16/23 ensure that all
students are able
to access the
instruction. –
12/10/23
- Through building
trust and rapport
with students, I
am more
knowledgeable
about their
strengths and
interests and am
able to better
relate content
and instruction
so that they are
more engaged.
- As students take
opportunities to
learn and
practice specific
academic
language and
research skills,
they feel more
comfortable in
navigating
academic spaces.
5/1/24
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
3.3 Organizing
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
curriculum to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
facilitate student
understanding of the lessons to support ensure student across subject matter to organize and adjust
understanding of the
subject matter. understanding of subject understanding. extend student instruction.
subject matter
matter. understanding. 7/16/23
And 12/10/23 Ensures student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

comprehension and
facilitates student
articulation about what
they do and do not
understand. 5/1/24
- Integration of - I prepare a wide
relevant variety of
resources that activities and
invite student resources for
choice and students to have
personal learning choices
research is and am also
important to flexible to adjust
engage students instructions as
in historical the need arises.
content and help - I frequently
connect students engage students
with topics that in check-ins and
they are provide
interested in. opportunities for
- I am constantly them to
re-organizing articulate their
and updating understanding so
curriculum as that I can adjust
well as instruction.
instruction so 5/1/24
that it meets
student
understanding
and need.
7/16/23

-I am continuing to
research and
organize
curriculum and
resources to help
students expand
their
understanding.
12/10/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
curriculum. lessons or sequence of student understanding of
3.4 Utilizing
lessons to increase academic language
instructional
student understanding of appropriate to subject
strategies that are
academic language matter and that
appropriate to the
appropriate to subject addresses students’
subject matter
matter. diverse learning needs.
7/16/23
- I utilize a variety
of instructional
strategies to
ensure that
students are
understanding
historical
curriculum to a
high degree.
- I make sure to
use many types
of strategies so
that the learning
does not become
repetitive or
uninteresting for
students.
- I frequently
check for
understanding in
a variety of ways
to check on
student progress.
7/16/23
3.5 Using and Uses available Explores additional Selects, adapts, and
adapting resources, instructional materials, instructional materials, utilizes appropriate
technologies, and resources, and resources, and instructional materials,
standards-aligned technologies for specific technologies to make resources, and
instructional lessons to make subject subject matter accessible technologies for concept
materials including matter accessible to to students. and skill development in
Integrating Innovating
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
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. 5/1/24
across subject matter.
12/10/23
- Teacher uses - I have a wide
instructional range of
strategies that instructional
meet students' strategies I use to
diverse learning support and
styles and needs challenge
and help students and am
students engage constantly
with the content refining the ways
in a variety of I engage students
different ways. over my subject
- Students are able matter. I seek out
to make ways to keep
connections to content engaging
other and interesting.
philosophies and 5/1/24
content in social
science as well as
to their own life.
– 12/10/23
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students. subject matter. Resources matter accessible to understanding and
Explores how to make reflect the diversity of the students. critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. – 12/10/23 ongoing links to outside
resources based on resources and support.
individual needs. Also 5/1/24
7/16/23
- I frequently - I frequently
scaffold material integrate a
and adapt my variety of
lessons to fit the materials and
diversity of the technologies to
classroom as well make the content
as what students accessible to all
need in the types of learners.
moment. I ensure - I ensure that
that historical students are
resources reflect aware of the
a variety of different
voices and technologies they
perspectives and can use to
that they are not support their
reflecting a learning and
Eurocentric view. ensures
- Students are equitable access.
guided and – 12/10/23
encouraged to - I constantly seek
choose from a out new sources,
wide variety of materials and
resources based strategies to
on their needs or make learning
interests. more accessible
7/16/23 to all of my
students.
- I connect my
students with the
resources they
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of proficiencies and English
English language culture and language learner strengths in the
proficiencies based on proficiencies in listening, study of language and
available assessment data. speaking, reading, and content. Differentiates
writing. Uses multiple instruction using one or
measures for assessing more components of English
3.6 Addressing the English learners’ language development to
needs of English performance to identify gaps support English learners.
in English language
learners and student
Provides adapted materials development. Creates and implements
with special needs to to help English learners scaffolds to support
provide equitable access content. Attempts to scaffold content standards-based instruction
access to the content using visuals, models, and using literacy strategies,
graphic organizers. SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
7/16/23
- I support English
language
learners by
implementing
content
vocabulary, and
scaffolding
material. For
example, I
include sentence
starters,
vocabulary
banks, and access
background
knowledge.
7/16/23
Integrating Innovating
need and make
suggestions to
improve their
access to
learning. 5/1/24
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts
instruction to provide a wide Is resourceful and flexible in
range of scaffolded support the design, adjustment, and
for language and content for elimination of scaffolds
the range of English based on English learners’
learners. 12/10/23 proficiencies, knowledge,
and skills in the content.
Also 5/1/24
- I implement
support and
scaffolding for
English language
learners and am
able to assess
their strengths
and needs to
make
instructional
decisions and
adapt my
lessons. –
12/10/23
- I strive to
develop lessons
that are tailored
to support my
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
3.6 Addressing the 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.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
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.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
7/16/23
Integrating Innovating
English language
learners and
frequently check
in to support
them.
- I develop lessons
that have a lot of
scaffolding built
in and that also
engages their
prior knowledge
to help keep
learners engaged.
5/1/24
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 the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive Takes leadership at the
support and/or extended site/district and collaborates
learning that is integrated with resource personnel to
into the core curriculum. ensure the smooth and
12/10/23 effective implementations of
referral processes.
Also 5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

- I regularly assess - I am able to
student strengths include
and implement accommodations,
appropriate adaptations and
supports and extensions into
challenges. my lessons to
- By keeping in better support
contact with students.
school personnel - I am
it is easier to collaborating
ensure that each with staff to
student is ensure that all
supported students are
adequately and supported and
can share ideas that no one is
about what is overlooked.
working or what - I frequently
can be improved. follow up about
7/16/23 student progress
and new ideas to
support students.
– 12/10/23
- I frequently
check in with
students and
revise
accommodations
and strategies to
make sure that
students thrive in
the learning
environment,
having sufficient
challenge and
support.
- I collaborate with
student, families
and school staff
to follow up
about student
progress and
goals. 5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning