CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic language, and academic
matter academic content standards and content standards.
content standards instruction. 7/15/23
11/1/23
At the beginning of a
lesson, I share our goal
(standard) along with any
vocabulary/key terms
that is critical to the unit.
Throughout the lessons,
we will revisit the goal to
make connections and
use the academic
language to build a strong
foundation in the content.
7/15/23
11/1/23
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
5/9/24 extend student learning.
After teaching
vocabulary, students are
expected to use the
vocabulary in discussions
and assessments. They
are also encourages to
share the connections
they make using the
vocabulary to help them
to observe the relevance
to what they are learning.
5/9/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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.
7/15/23
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.
7/15/23
11/1/23
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language. 11/1/23
5/9/24
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access
to subject matter
understanding for the
range of student language
levels and abilities.
5/9/24
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

There are multiple points I reference

in each lesson to check
for understanding.
Students are also asked to
demonstrate their
understanding by sharing
orally or in written form.
Depending on the
response, I may spend
more time on the lesson
or use a different
approach to teach the
standard. 7/15/23
Students are taught
explicitly how to take
notes for all subjects. This
assessment data in real-
time to gauge areas where
students demonstrate
mastery and areas where I
either need to adjust my
assessments(e.g. rephrase
a question for greater
clarity) or circle back to re-
teach. The data also helps
me identify outlier
students who may need
additional support, in the
form of 1:1instruction, an
alternative assessment, or
other accommodations.
11/1/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

is important so students 5/9/24
may have a reference
when needed. Anchor I utilize different types of
charts and vocabulary visual aids, graphic
lists are also made organizers, and anchor
available in the classroom charts to ensure all
so students can practice students have the proper
using academic language access to their learning.
in discussions, lessons, We are also a tech free
and activities. 7/15/23 school and rely on physical
supports and resources
that students can take
home to further their
learning.
5/9/24

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
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. 7/15/23 extend student instruction.
facilitate student matter. 11/1/23 understanding.
understanding of the 5/9/24 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use multiple points of In our Math lessons, I will
data when planning a unit often times come
to ensure students’ needs incorporate problems
are considered. Class that allow students to
observations, formal make connections outside
assessments, and of the classroom. We also
summative assessments emphasize good
are used to determine questioning that bring
whether we need to students out of the basic
adjust the pacing of the and grammar level of
unit. Reviewing learning into the logical
foundational concepts stage.
also helps with ensuring 5/9/24
student understanding of
new concepts. 7/15/23
11/1/23

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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional student understanding of appropriate to subject student understanding of and support and
strategies that are academic language matter and that academic language, and challenge the full range of
appropriate to the appropriate to subject addresses students’ guide student in student towards a deep
subject matter matter. 7/15/23 diverse learning needs. understanding knowledge of subject
11/1/23 connections within and matter.
across subject matter.
5/9/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Depending on the subject,
I use a variety of
instructional strategies to
increase student
understanding of a
concept. Modeling and
scaffolding provide
students with early
support to get them
started. Cooperative
learning and note taking
help students to utilize
academic language. Skits
and experiments help
students to make
connections with the
content. 7/15/23
3.5 Using and Uses available Explores additional
adapting resources, instructional materials, instructional materials,
technologies, and resources, and resources, and
standards-aligned technologies for specific technologies to make
instructional lessons to make subject subject matter accessible
materials including matter accessible to to students. 7/15/23
adopted materials, to students.
make subject matter Explores how to make
accessible to all Identifies technological technological resources
students resource needs. 7/15/23 available to all students.
11/1/23
Applying
I use various learning
strategies to better meet
of my students. This can
range from attention-
getters, quick check-ins,
and incorporation of
various lesson models.
Based on student
understanding (which is
monitored through both
formal and informal
assessments),lesson place
can change. Both learning
menus and eating in small
learning groups also allows
me to easily differentiate
work for students. 11/1/23
Selects, adapts, and
utilizes appropriate
instructional materials,
resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
11/1/23
5/9/24
Integrating Innovating
Integrates instructional
strategies specific to
classical education.
Implements other
strategies to support
students with diverse
learning needs.
5/9/24
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
matter accessible to understanding and
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

When it comes to
teaching, our school does
not rely on technology,
but I realize there are
many resources available
to help students build
their skills. I continue to
investigate technological
resources for students to
use when necessary.
7/15/23
For certain subjects and
units, I will use different
resources like videos and
articles online to give the
lessons more depth.
These resources align
with the goal of our
school and are vetted to
make sure students can
safely use these resources
at home. 7/15/23
I have found ways to use
the resources available to
open up technological
opportunities for
students with their
Chromebooks and the
smartboard. 11/1/23
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Work presented to
students incorporated
many learning strategies
(with assistance of added
audio, visuals, and hands-
on activities). 11/1/23
5/9/24
support. 5/9/24 ongoing links to outside
resources and support.
We have many different
professional development
opportunities to learn
about different ways to
support students and
provide equitable access
to materials, resources,
and technologies. I have
sets of manipulatives that
students can “rent” for
their homework or to
further their learning at
home. 5/9/24

3.6 Addressing the Is aware of students’
needs of English primary language and
learners and student English language
proficiencies based on
with special needs to
available assessment data.
provide equitable 7/15/23
access to the content
Provides adapted materials
to help English learners
access content.
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
11/1/23
Attempts to scaffold content
using visuals, models, and
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.
5/9/24
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
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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
graphic organizers. 7/15/23
11/1/23
All ELLs are identified EL students are pulled for
before the year begins morphology and reading
and their proficiency small groups. We use
levels. Previous grades, literacy essentials and
teacher comments, and McCall Crabbs to help
ELPAC scores are used to support students in their
assess what supports the English language
ELLs may need. IEPs are acquisition. 11/1/23
also used to effectively
support students with I use anchor charts and
special needs. 7/15/23 models to provide
scaffolding for all
students. All students are
required to take notes,
but graphics organizers
are made available for
students who need it. I
also use a lot of diagrams
and visuals in my lessons
to accommodate ELLs,
students with special
needs, and visual
learners. 7/15/23
11/1/23
Applying Integrating Innovating
Creates and implements learners. and skills in the content.
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.
5/9/24
I have my EL students sit
next to other students
who may also speak the
same language to assist in
conversations and
reading. We continue to
also pull Els in small
groups and target their
supports in our Literacy
curriculum.
5/9/24
We incorporate different
types of learning
strategies to assist ELs in
learning our robust
curriculum. We teach all
students how to take
proper notes and
highlight main ideas and
supporting details in
different texts.
5/9/24
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
with resource personnel and
families.
3.6 Addressing the
needs of English
learners and student
with special needs to Learns about referral
provide equitable processes for students with
access to the content 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. 7/15/23
11/1/23
5/9/24
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 7/15/23
11/1/23
5/9/24
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
7/15/23
11/1/23
5/9/24
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.
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 Applying Integrating Innovating

We use IEPs-at-a-glance,
which highlights what the
students qualify for and
the accommodations the
student requires. It also
lists the strengths of each
student, allowing
teachers to try different
strategies based on their
strengths. 7/15/23
11/1/23
5/9/24

I am in constant
communication with our
education specialists
regarding student
progress and curriculum.
For some students,
paraprofessionals also
push into the classroom
and I also share
observations and data
with them. We are also
involved with IEP and
504 meetings, which
allows us to share
updates with the team
and parents. 7/15/23
11/1/23
5/9/24

I keep a log of all of the

different supports and
strategies that I have
used both recommended
and some that I have
thought of. Once I track
the patterns in the
student’s progress, I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

share the data and adjust
accordingly. 7/15/23
11/1/23
5/9/24