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. connections and connections to standards
relevance to students. during instruction and
extend student learning.

I constantly reinforce the My site encourages Many of my undergrad

use of academic language collaboration between classes cover the
in all subject matters and teachers and 6th grade knowledge taught in
constantly have students teachers all teach language arts and science.
rephrase their thinking in language arts along with I make connections with
order to reflect deeper one other subject matter. subject matter to current
understanding about the Through our prep periods issues in our world today
topics and academic we find ways to provide and push students to
language. Students are clear connections utilize academic language
always informed about between content areas in order to express their
the academic standard and how to utilize learning. All instruction is
being covered at the strategies they have tied to standards and
beginning of all lessons learned in other contents students who are able to
and instructed how the in order to aid them in master subject matter
subject matter may apply the learning. There is concepts are given
to their everyday lives. constant communication extension activities to
One example is how we between teachers when extend their learning
are teaching about the we identify students about topics and push
transfer of energy in needing support in areas them to be lifelong
science. We explain how and how to best provide learners.
students' understanding them equitable access to 12/08/23
of the word temperature instruction.
is surface knowledge and 5/1/23 Advanced learners are
that it is actually the given opportunities to
measure of the average apply their science
kinetic energy of all knowledge to solve real
molecules in the sample. world problems or to
Not, how hot or cold better understand them.
something is since cold is After learning about
the absence of energy. various weather
We then guide them to phenomena, students are
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
discuss how this may given opportunities to
apply their their everyday construct a digital city to
lives in actions as simple best overcome various
as making instant ramen. types of extreme weather
Why you must use hot 5/1/24
instead of cold water. All
while ensuring they
include academic
vocabulary to make their
answers clear and
concise.
9/22/2022
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
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Students who require Having known my
additional supports are students for an extended
given things such as period of time and
sentence starters, 1-on- through collaborating
1/small group support, with more experienced
text-to-speech, teachers, I am able to
audiovisual supports on better select instructional
an as needed basis. We strategies and
also review key academic accommodations to
vocabulary and include in better support my
on our key concept students. Being a
worksheets where language arts and science
students define and draw teacher we have realized
out key academic the importance of
language and concepts as carrying strategies in
needed to support and language arts over to
reinforce their learning. analyzing scientific text.
Students are constantly Through the use of
reminded about the need context clues and
to include academic academic language we
language in all subject can help build our
matters. We utilize learners vocabulary and
websites like flocabulary utilize those strategies to
to provide audiovisual help them better
reinforcement after understand instructional
reviewing reading information. This is
strategies because especially important for
students find them catchy our IlP and EL students in
and can use the lyrics to order to grant them
remind them about the equitable access. We use
different reading partner talks, picto-
strategies and how to charts, and modeling
utilize them to learn more tools and activities to
about a text. make the learning more
9/22/2022. accessible and visual for
our students to
accommodate for
students of all
backgrounds
5/1/23
Innovating
Utilizng student
504s/ieps/ssts ,
assessments, and
background knowledge of
their personal lives helps
me in guiding students to
develop proficiencies in
subject matter related to
academic language.
Students are given proper
supports and
accommodations as
needed in order to help
them access the learning
and demonstrate
proficiencies in utilizing
academic language.
Students regularly asses
their own learning
weekly to identify areas
of need or additional
support.
12/08/23
We implement visuals &
modeling, along with
digital aids in their note-
taking to allow more
equitable access to
instruction for students
that struggle in the area
of reading and
comprehension
5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Follows organization of Examines organization of Uses knowledge of
curriculum as provided curriculum and considers curriculum and student
by site and district to adjustments in single readiness to organize and
support student lessons or sequence of adjust the curriculum to
3.3 Organizing understanding of the lessons to support ensure student
curriculum to subject matter. understanding of subject understanding.
facilitate student matter.
understanding of the
subject matter
I commonly use
informal/formal
assessments as
opportunities to reteach
content or change
instructional strategies to
adjust the curriculum to
maximize student
understanding. We also
utilize student
assessment data to adjust
instruction to optimize it
in a way that we feel the
students will benefit from
it the most. One example
is that prior to teaching
about fractions I knew
that students would need
to possess skills in
multiplication and
division so we had a pre-
assessment that allowed
me to work with students
in small groups to
reinforce these skills
before moving onto
working with fractions
and factors.
9/22/2022
Integrating Innovating
Integrates knowledge of Uses extensive
curriculum and resources knowledge of curriculum
to organize and adjust and related resources to
instruction within and flexibly and effectively
across subject matter to organize and adjust
extend student instruction.
understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
New science units are Teachers regularly
prefaced with collaborate to discuss
introductory activities to accommodations,
help students scaffold instructional strategies
learning and allow us to and share and research
assess for gaps in the resources that we can
prior knowledge students utilize to fill instructional
are required to know in gaps. Instruction is
order to access the modified as needed on a
content we will be student to students basis
learning about. An using a variety of
example is when we assessment data.
learned about the
hydrological process to Student comprehension is
help identify why rain regularly assessed at the
falls from some clouds end of each lesson in
and not others. Students order to provide data
knew words like about what students do
evaporation and and do not understand.
condensation but many These assessments are
were not able to explain scored to allow students
the processes at a to understand what
molecular level. Through lessons they do and do
the use of additional not understand so that
resources we were able appropriate
to better instruct accommodations or
students about how these supports can be provided.
processes work. This also 12/08/23
allows us to assess which
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons may require Each period of instruction
additional time to ends with a questioning
complete and how to period for students to
better extend student clarify misconceptions
understanding about and also to advance their
these topics. learning in related topics
5/1/23 of interest.
5/1/24
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
For every lesson I Throughout the year we Students utilize a variety
attempt to offer have noticed an area of of instructional strategies
translations as needed for need in our students' and resources that can
students and try to vocabulary. Especially for hopefully help them
ensure that there are ELs and ILP students. As a develop enthusiasm,
visual supports in the result, we have critical thinking skills to
lessons. We utilize implemented pre- support and challenge
youtube videos that assessments to assess a students to develop
reteach the content in a student's prior applicable skills they can
different way and also knowledge of an area of use in the real world.
teaching of multiple study. We have also
strategies to solve discovered the need to All instruction is mainly
mathematical problems utilize picto-charts for student-centered unless
as well. Students also students to better there is data that
have supports on their understand academic supports that students
devices with the proper language and create a and not accessing the
accommodations for each visual representation of learning. Students are
student, as well as key concepts being pushed to revise their
instruction on how to taught. Students are also work to show
utilize them to support given matching activities understanding about
them. I utilize everything and modified instruction if they did not
from kahoot games, assignments in order to perform well in the first
flashcards, crosswords, help guide student informal/formal
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

partner talks, class understanding and assessment. Students may
discussions to , and 1-on- connections between also work in small groups
1 support to ensure subject matters. One and with partners to
understanding of example would be when develop their knowledge
academic language. we are reading scientific about subject matter and
9/22/2022 text that is usually practice expressing their
written at a higher grade learning in multiple
level. We utilize methods
strategies learned in 12/08/23
language arts to help
identify key ideas and Every science unit ends
sketch concepts to with a academic debate
provide a clearer about phenomena related
understanding of to our learning. Students
molecular concepts. translate these skills to
5/1/23 the real world in their
partner discussion and
our end of unit projects
for them to demonstrate
mastery of the concepts
5/1/24
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists students 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. ongoing links to outside
resources based on resources and support.
individual needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
When teaching 4th grade
math I utilized counters,
whiteboards,
multiplication charts,
counting sorts and more
in order to reinforce the
students multiplication
and division skills for skill
development in order to
prepare them for mutli-
digit multiplication and
other 4th grade specific
math standards. Students
were provided with
whatever supports best
accommodate them and
support their learning to
make learning equitable
for all. I also created
shortened notes for
students that needed
supports and created
modified test that had
reduced answer choices
or allowed student use of
notes. I also provided
outside websites like
Xtramath and
mathlearning center
where students could
practice computations
and fluency in their own
time. These websites
offer immediate response
in order to allow students
to practice
independently. I model
how to use the support
with students and also
keep in touch with case
providers as needed.
9/22/2022
Integrating Innovating
Weekly, teachers Students are taught that
collaborate after their notes are to be
reviewing observation utilized for their benefit.
and assessment data from If they need to include
lessons. This allows us to various resources and
identify common supports they have been
misconceptions about provided with in
topics and also help to instruction to do better
guide our research of on assignments and
additional instructional assessments they are
materials to help meet given the opportunity to
student needs and create do so. They are also
accessible instruction for shown multiple digital
all students. Students are resources and
taught to use these technologies like
materials and resources keyboard shortcuts to
as needed to help support extend their learning and
their learning. Things like critical thinking skills
text-to-speech extensions, 5/1/24
translation guides,
academic vocabulary
lists, and science websites
to reinforce key concepts
being taught. Students are
also explicitly guided to
reflect on their own
learning and identify
areas of need that they
should ask questions
about or do individual
research on as needed.
5/1/23
12/08/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
All students are
constantly monitored for
their proficiencies in
language and culture.
Student writing is
constantly assessed
through review of
discussion questions
about the text. Students
are also constantly
reviewed for grammar
competencies utilize
websites like noredink
and more that offer
students immediate
feedback and tiered
supports to deepen their
understanding. All
websites use have text-to-
speech services for
English Language
Learners often offer
tiered supports. Informal
assessments are
Applying
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.
Creates and implements
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.
Language proficiencies
and EL strengths are
considered in the
beginning of all units.
Things such as modified
notes, translated
materials, purposeful
grouping and small
groups help us to
differentiate for these
students in need.
Instruction is usually
carried out over a
sequence of lessons that
provide multiple methods
of instruction to reinforce
new concepts and
identify gaps in student
learning. ELD and
language arts strategies
are utilized to help build
academic language,
facilitate academic
discussion and promote
Integrating
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
Els are provided
resources in their
language of choice as
needed and instruction is
modified to support those
needs.
Students regularly take
notes with visual
representations in order
to make it so that all
learning is accessible by
all students. Students
who are struggling with
reading and
comprehension can
utilize these notes to
provide them with a wide
range of scaffolded
support for language and
content
12/08/23
Innovating
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.
Having many Spanish
speakers and Spanish-
only students. All
resources are provided in
English and Spanish to
help ELS obtain equitable
access to instruction. I
also provide instruction
in Spanish as well to
clarify misconceptions
and help advance student
learning.
5/1/24
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.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
commonly utilized to
check for understanding
and allow check-ins as
needed. Reading
strategies are modeled
and students complete a
variety of visuals, models
and graphic organizers to
help them organize their
learning and map out the
thought process between
each strategy.
9/22/2022
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
peer-to-peer learning
opportunities as studies
have shown some
students learn better
from others and are far
more engaged in peer
discussion than hearing a
teacher instruct all
period.
5/1/23
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
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.
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.
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.
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I always ensure to read
all 504’s and IEPs to
ensure the proper
supports are provided
and also so I can keep an
additional eye out for
students who may need
more explicit instruction
with 1-on-1 supports or
small group support as
needed. I do cooperate
with resource personnel
to provide supports as
needed and discuss areas
of focus. I also attempt to
provide supports and
resources for additional
practice as needed. I do
review all assessment
data and reach out to the
appropriate professionals
if I am noticing certain
trends for students that
may need additional
accommodations to
ensure student success.
9/22/2022
Applying
All data on students that
require accommodations
is utilized along with
classroom observations
to help recommend and
provide additional
supports to struggling
students. Our site is lucky
enough to have TOSAs to
aid in certain subject
matters and to provide
strategies that may work
to accommodate for
certain challenges. We
utilize ClassDojo to
regularly communicate
with parents along with
constant communication
between other teachers
and support staff to help
students access
instruction. Students are
referred and assessed as
needed. We also track
data over time through
the use of behavior logs
and a student's academic
progress.
5/1/23
Integrating Innovating
Students with special Students with special
needs are provided with needs are taught since the
modified notes, reduced beginning of the year to
answer options, extra utilize various supports
time, open notes, etc… as and resources (visual
needed according to notes) to better access
student needs. the content and come in
for tutoring for more
Teachers in the same explicit 1-on-1 instruction
department regularly 5/1/24
collaborate to identify
proper supports and
accessible
accommodations. We also
work closely with other
professionals, aides, and
families to provide the
best support we can for
students with special
needs.
Students identified as
needing accommodations
are placed on a list to
later be assessed or have
schedules adjusted in
order to integrate with
the core curriculum.
12/08/23