CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a Examines concepts Understands and explains the relationship between essential Uses broad Uses extensive
foundational in subject matter subject matter concepts, academic language, and academic knowledge of knowledge of
knowledge of and academic content standards. inter- subject matter
subject matter, language to relationships of concepts, current
3.1
related academic identify concepts, issues, academic
Demonstrating
language, and connections academic content language, and
knowledge of
academic content between academic standards, and research to make
subject matter
standards. content standards academic relevant
academic
and instruction. language in ways connections to
content
that ensure clear standards during
standards
connections and instruction and
relevance to extend student
students. learning.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use the pacing As year 2 of my This year we have begun unpacking standards as
that the school teaching collaborative teams. We talk about the pre req skills,
provides for approaches, I feel language they need to know, supports they may need and
standards and more competent in levels of rigor.
learning. I want to the material I
dive deeper in the teach. I am starting 5/1/24
standards for the to figure out I plan with my team the learning progression of each
year and really different ways of standard keeping in mind pre req skills, vocabulary words
understand the teaching subject needed, DOK levels, and accommodations needed for each
structure of the matter and how to student. Here is a template we use to address these needs in
standards for the strive for my my PLT team.
whole year. Right students to get
now, I am taking deeper content
it day by day with understanding. I https://www.scribd.com/document/729416303/Unpacking-
the standards but use resources Standards
would like to have online and from
a bigger picture mentor teachers to
and improve my
understanding of teaching.
the whole year in
a glance.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic Expands Adapts instruction in response to knowledge of student Integrates Utilizes
knowledge of knowledge of development and proficiencies to meet students’ diverse knowledge of comprehensive
student stages of student learning needs. Ensures understanding of subject matter range of students knowledge of
development development and including related academic language. development into students to guide
while becoming implements instructional all students to
aware of learning activities Provides explicit teaching of essential vocabulary, idioms, key decisions to develop
differences in in single lessons or words with multiple meanings, and academic language in ensure student proficiencies,
students’ sequence of ways that engage students in accessing subject matter text or understanding of understand
understanding of lessons that learning activities. the subject matter subject matter
subject matter. addresses including related including related
students’ academic academic
Teaches subject- proficiencies and language. language.
specific supports
3.2 Applying vocabulary understanding of Provides explicit Engages student
knowledge of following subject matter teaching of at all levels of
student curriculum including related specific academic vocabulary,
development guidelines. academic language. language, text academic
and structures, language, and
proficiencies to Provides explicit grammatical, and proficiencies in
ensure student teaching of stylistic language self-directed goal
understanding essential content features to ensure setting,
of subject vocabulary and equitable access monitoring, and
matter associated to subject matter improvement.
academic language understanding for Guides all
in single lessons or the range of students in using
sequence of student language analysis strategies
lessons. Explains levels and that provides
academic language, abilities. equitable access
formats, and and deep
vocabulary to understanding of
support student subject matter.
access to subject
matter when
confusions are
identified.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I know the levels As we unpack the
that my students standards together, 5/1/24 As a team we work together to make sure the
are in using we talk about the learning progression of each standard matches with
assessments such learning appropriate student development and prior knowledge. We
as STAR 360 and progression and do CSA assessments and summative assessments to measure
Class Kick. I am learning targets proficiency of each learning target. If students are not
having trouble needed for each mastering learning targets, we make sure to provide tier 2 or
differentiating student. We also tier 3 support.
instruction for all talk about the
learners in language and
different levels. vocabulary words
needed to access
I use knowledge this standard. This
of my students’ helps ensure a
different levels by productive lesson
creating small structure to teach
group sessions each standard and
where we work offer support as
on specific skills. needed.
For example, I
have targeted my
students who are
reading 2 grade
levels below and
we work on
foundational
reading skills like
blending,
alphabet sounds,
and sight words.
3.3 Organizing Follows Examines Uses knowledge of curriculum and student readiness to Integrates Uses extensive
curriculum to organization of organization of organize and adjust the curriculum to ensure student knowledge of knowledge of
facilitate curriculum as curriculum and understanding. curriculum and curriculum and
student provided by site considers resources to related resources
understanding and district to adjustments in organize and to flexibly and
of the subject support student single lessons or adjust instruction effectively
matter understanding of sequence of within and across organize and
the subject lessons to support subject matter to adjust instruction.
matter. understanding of extend student
subject matter. understanding. Ensures student
comprehension
and facilitates
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student
articulation about
what they do and
do not
understand.
Right now, I am I am following the This year we are continuing to work together to understand
only following the school pacing to the subject matter but also organize the curriculum. We talk
school curriculum organize subject about the learning progression, learning targets and the level
to lesson plan. I matter but also of rigor for each learning target. This helps me understand
do sometimes adjusting as I see each standard and organize the materials with support of my
adjust but only by fit based on my team.
consulting with classroom. For
other teachers example, if I see my
first. Like I said I students need 5/1/24 As a school we have decided on the core GCV or most
do have to dive more time important standards we want to ensure mastery of for the
deeper in practicing elapsed next grade. In these standards we map out the pacing and the
understanding time, I extend that learning progression that it needs. We discuss which learning
the standards to unit. I also provide progression and learning standards are needed and in what
make pacing my students and order to ensure the best map to mastery.
adjustments. parents weekly
newsletters that
organize what we
will be learning the
next week. This
helps me stay
organized, and
helps my students
and parents
prepare.
3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a variety of instructional strategies to Integrates Uses an extensive
instructional strategies that are additional ensure student understanding of academic language instructional repertoire of
strategies that provided in the instructional appropriate to subject matter and that addresses students’ strategies instructional
are appropriate curriculum. strategies in single diverse learning needs. appropriate to strategies to
to the subject lessons or subject matter to develop
matter sequence of meet students’ enthusiasm, meta-
lessons to increase diverse learning, cognitive abilities,
student to ensure student and support and
understanding of understanding of challenge the full
academic language academic range of student
appropriate to language, and towards a deep
subject matter. guide student in knowledge of
understanding subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

connections
within and across
subject matter.
I try to use When unpacking each standard with my team we also
different consider instructional strategies and support for ELL
instructional students and IEP needs. We work with our team to find the
strategies such as best measures we can use to ensure the success of all
inquiry based students.
teaching and
collaborative
teaching. I have 5/1/24
also been using I unpack the standards with my team every Wednesday. We
brain breaks go over the learning targets, academic language needed,
during math for supports, accommodation ideas for students or ELL learners.
students to move
and do math at the
same time. The
kids love this.

I am continuing to
use different
instructional
strategies. My
focus has been on
collaborative
teaching and
inquiry-based
learning. I am also
starting to utilize
more hands-on
teaching. For
example, we did a
lesson on
perimeter, and I
asked students to
walk along the
walls of their room
to be able to touch
the perimeter of
their room.
3.5 Using and Uses available Explores additional Selects, adapts, and utilizes appropriate instructional Integrates a wide Engages students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

instructional instructional materials, resources, and technologies for concept and skill range of adapted in identifying and
materials, materials, development in subject matter. Resources reflect the resources, adapting
resources, and resources, and diversity of the classroom and support differentiated technologies, and resources,
technologies for technologies to learning of subject matter. instructional technologies, and
specific lessons to make subject materials to meet standards-aligned
adapting
make subject matter accessible Guides students to use available print, electronic, and online identified student instructional
resources,
matter accessible to students. subject matter resources based on individual needs. needs and make materials to
technologies,
to students. subject matter extend student
and standards-
Explores how to accessible to understanding
aligned
Identifies make technological students. and critical
instructional
technological resources available thinking about
materials
resource needs. to all students. Assists student subject matter.
including
with equitable
adopted
access to Ensures that
materials, to
materials, student are able
make subject
resources, and to obtain
matter
technologies. equitable access
accessible to all
Seeks outside to a wide range of
students
resources and technologies
support. through ongoing
links to outside
resources and
support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

When Lesson This year we shared resources/ lessons which give us more
planning our ideas of how to adapt materials in class. We work together to
district has make sure we input vocabulary words, visuals, text to speech,
PowerPoints ready and graphic organizers in our lessons when needed. By
for teachers to use. working together, we can support each other and all
I use these but add students.
instructional
materials such as 5/1/24 As we unpack the standards as a team, we work with
visuals, YouTube our ELL teachers and SAI teachers to come up with supports,
videos and adopted materials or resources to use for each standard. We
modeling tend to share these resources with one another to make the
strategies to better workload easier.
serve my students.
I also give students
access to links
where they can
play multiplication
games to make it
fun.

When I create Class

Kick assignments, I
make sure to add
text to speech
features for my
nonreaders and
IEP students. I also
create
differentiated work
where students can
work at their own
level.
3.6 Addressing Is aware of Seeks additional Identifies language proficiencies and English learner strengths in Integrates Engages English
the needs of students’ primary information the study of language and content. Differentiates instruction using knowledge of learners in
English learners language and describing elements one or more components of English language development to English language assessment of their
English language of culture and support English learners. development, progress in English
and student with
proficiencies based language English learners’ language
special needs to on available proficiencies in Creates and implements scaffolds to support standards-based strengths and development and in
provide assessment data. listening, speaking, instruction using literacy strategies, SDAIE, and content level assessed needs into meeting content
equitable access reading, and writing. English language development in order for students to improve English language standards. Supports
to the content Uses multiple language proficiencies and understand content. and content students to establish
measures for instruction. and monitor
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

assessing English language and
learners’ content goals.
Provides adapted performance to
materials to help identify gaps in Develops and adapts
English learners English language instruction to Is resourceful and
access content. development. provide a wide flexible in the
range of scaffolded design, adjustment,
Attempts to scaffold support for and elimination of
content using visuals, language and scaffolds based on
models, and graphic content for the English learners’
organizers. range of English proficiencies,
learners. knowledge, and
skills in the content.
I am aware of my I am aware of my 5/1/24 I work with my team of PLT teachers, SAI teachers,
English learners English Language ELL teachers to come up with resources needed for each
by looking at the Learners and make standard in order to support ELL and IEP students. These
data. I add visuals notes of their include vocabulary words needed, accommodation ideas, or
to my lessons to development. I resource lesson examples that are shared as a team.
better help these assess them in
students reading and
understand the speaking. I make
material. I also sure to model
check for speaking out loud
understanding. I and provide
have Spanish sentence starters
speaking English when we answer
learners. Since I questions out loud.
know Spanish, I
am able to
translate I attempt to
directions in scaffold material
Spanish to them by making it more
during class. accessible to
English learners. I
incorporate
vocabulary review,
visuals, and text to
speech features.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness Seeks additional Utilizes information on the full range of students identified with Integrates Guides and support
of the full range of information on the special needs to assess strengths and competencies to provide accommodations, the full range of
students identified full range of students appropriate challenge and accommodations in instruction. adaptations, and student with special
with special needs identified with extensions to needs to actively
through data special needs to Communicates regularly with resource personnel, para-educators, instruction for the engage in the
provided by the address challenges or and families to ensure that student services are provided and full range of assessment and
school. supports in single progress is made in accessing appropriate content. students with monitor their own
lessons or sequence special needs to strengths, learning
of lessons. Refers students as needed in a timely and appropriate manner ensure adequate needs, and
supported with documented data over time, including interventions support and achievement in
tried previous to referral. challenge. accessing content.
Attends required Cooperates with
meeting with resource personnel, Communicates and Communicates and
3.6 Addressing resource personnel para-educators, and collaborates with collaborates with
the needs of and families. families during colleagues, support resource personnel,
English learners meetings and staff, and families to para-educators,
and student with activities in support ensure consistent families, leadership,
special needs to of learning plans and instruction. and students in
provide goals. Supports families in creating a
equitable access positive engagement coordinated
with school. program to optimize
to the content
Learns about success of the full
referral processes Initiates and range of students
for students with Seeks additional monitors referral with special needs.
special needs. information on processes and
struggling learners follow-up meeting Takes leadership at
and advanced to ensure that the site/district and
learners to determine students receive collaborates with
appropriateness for support and/or resource personnel
referral. extended learning to ensure the
that is integrated smooth and
into the core effective
curriculum. implementations of
referral processes.
I am aware of my I ask questions 5/1/24 I work with my team of PLT teachers, SAI teachers,
students with about IEP plans ELL teachers to come up with resources needed for each
special needs and and standard in order to support ELL and IEP students. These
ELL students. I accommodations include vocabulary words needed, accommodation ideas, or
have attended IEP that I do not fully resource lesson examples that are shared as a team.
meetings and understand. I made
looked at their a document for
IEP plans. myself that ISTE 2.4.a Collaborate with Colleagues Dedicate planning
identifies all my time to collaborate with colleagues to create authentic
students and IEP learning experiences that leverage technology.
accommodations I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

must follow. I talk 5/1/24 I work as a team member every Wednesday with my
with parents, PLT team to create lessons and learning progression that will
Special Education benefit all students. We work together to come up with
Teachers and resources, vocabulary needed, DOK levels, accommodations
mentor teachers etc.
about how to
better support
students. I also am
noting students
that are not IEP
and who seem to
be struggling and
asking my
colleagues for next
steps.

I work with my
team to discuss the
needs of ELL and
IEP students. When
unpacking the
standards, we talk
about ELD
supports, language,
and
accommodations
that will be used to
teach each
standard. By
working together,
we can provide
access to all
students.