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
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject content standards. between academic language, and academic academic language in research to make relevant
matter academic content standards and content standards. ways that ensure clear connections to standards
content standards instruction. (7/21/19) (12/14/19) connections and during instruction and
relevance to students. extend student learning.
(4/12/2020)

Teacher is able to break Teacher is more familiar

down subject matter with the Kinder CCSS and
academic content spent time drawing out
standards into small the CCSS map from
steps so students can Kinder to 3nd using
learn better. Teacher also mindmap to see how the
can bridge between CCSS progress over the
standards so students grades. (4/12/2020)
have smooth transition
between target contents.
Teacher is also able to
link certain social studies
curriculum or science to
math and science. E.g.
Linking finance and
economics (markets,
currency, and bartering)
to teaching coins in 1st
grade, where students
make items and sell it to
other students.
(7/21/19) (12/14/19)
Teacher uses academic
language that he has to
teach through that week
throughout the day and
week to integrate it as
much as he can (e.g.
wonders has 6 academic
words TK/K has to learn
and I use it throughout
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
the week as much as I
can.) Teacher has not
improved much in this
area since he is teaching
TK/K for the first time
this year. (12/14/19)
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
(7/21/19) (12/14/19) levels of vocabulary,
(4/12/2020) Provides explicit teaching academic language, and
of specific academic proficiencies in self-
Provides explicit teaching language, text structures, directed goal setting,
of essential vocabulary, grammatical, and stylistic monitoring, and
idioms, key words with language features to improvement. Guides all
multiple meanings, and ensure equitable access students in using analysis
academic language in to subject matter strategies that provides
ways that engage understanding for the equitable access and deep
students in accessing range of student language understanding of subject
subject matter text or levels and abilities. matter.
learning activities.
(7/21/19) (12/14/19)
(4/12/2020)
Teacher checks for
understanding by giving
quick preassessments
and goes over academic
specific vocabulary and
key words. Teacher is
well mindful of students
prior mastery of content
and builds on prior
lessons. Teacher knows
students who have IEPs
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and have specific
behavioral issues and
modifies/accommodates
lessons for them.
(7/21/19) (12/14/19)
Teacher does a lot of
model reading and
through model reading
uses lots of strategies on
what to do when
encountering words that
students don’t know.
(12/14/19) (4/12/2020)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
(7/21/19) (12/14/19) comprehension and
subject matter
(4/12/2020) facilitates student
articulation about what
they do and do not
understand.
Teacher has taught the
same grade (first grade)
for three consecutive
years and is familiar to
the curriculum. He moves
around social studies and
math so that they build
on each other. E.G.
teaching time and social
studies, Past-Present-
Future, and teaching ELA
temporal tenses. E.G. art
and engineering where
students make things,
teacher uses a particular
currency (each day with
different currency
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

eventually leading up to
coinage), students sell
and buy and dialogue,
students write.
(7/21/19) (4/12/2020)
Teacher uses his own
pacing and moved around
standards in the MyMath
curriculum to better
teach TK/K. Currently
60% my Tks can add and
subtract up to 10 and
identify, draw, and read
number sentences.
(12/14/19) (4/12/2020)
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
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that academic language, and full range of student
appropriate to the
appropriate to subject addresses students’ guide student in towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
(7/21/19) (12/14/19) connections within and matter.
across subject matter.
(4/12/2020)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Gives ample time for
practice, plans extension
activities, and connects
between subjects. Uses
anchor charts, GLAD
strategies, graphic
organizers, and other ELD
strategies. Lessons are
not isolated but are built
upon each other and
planed out. (7/21/19)
Teacher uses Spanish
(although very lacking)
for students that don’t
speak English, uses
videos and pictures to
explain words that
students don’t know
(such as Narwall).
(12/14/19)
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
adopted materials, to students. subject matter. Resources
make subject matter Explores how to make reflect the diversity of the
accessible to all Identifies technological technological resources classroom and support
students resource needs. available to all students. differentiated learning of
subject matter.
Guides students to use
available print, electronic,
Integrating Innovating
I’ve been trying to move
most of my teaching from
the book to the
promethean board, which
is also connected to my
computer. This way I can
explain vocabulary by
showing them images on
google as well as videos. I
have also been much
more focused on
academic vocabulary in
all subjects, especially
math, and the usage of it
through guided discourse,
such as number talks.
(4/12/2020)
Engages students in
Integrates a wide range of identifying and adapting
adapted resources, resources, technologies,
technologies, and and standards-aligned
instructional materials to instructional materials to
meet identified student extend student
needs and make subject understanding and
matter accessible to critical thinking about
students. (7/21/19) subject matter.
(4/12/2020)
(12/14/19) Ensures that student are
Assists student with able to obtain equitable
equitable access to access to a wide range of
materials, resources, and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter technologies. Seeks ongoing links to outside
resources based on outside resources and resources and support.
individual needs. support. (12/14/19)
(7/21/19) (4/12/2020)

Teacher uses 1-1 Teacher uses 1-1

chromebooks to broaden chromebooks to broaden
learning by focusing on learning by focusing on
research, writing, and research, writing, and
presentations. Teacher presentations. Teacher
uses videos to teach uses videos to teach
content and get student content and get student
attention, and is ready to attention, and is ready to
print materials so print materials so
students can write on students can write on
their text books. their text books.
(7/21/19) (7/21/19) (12/14/19)
Teacher works with the
intervention teacher to
print out password for
students that have
difficulty remembering
them, and works with
intervention teacher as
well as other teachers to
better teach writers
workshop. Teacher uses
SSPT and intervention
forms to conference with
other teachers regarding
intervention student
progress. (12/14/19)
(4/12/2020)

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. (12/14/19) monitor language and
English learners’ language development to (4/12/2020) content goals.
performance to identify gaps support English learners.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Provides adapted materials
to help English learners
access content.
Has an awareness of the full
range of students identified
3.6 Addressing the with special needs through
needs of English data provided by the school.
learners and student
with special needs to
provide equitable
access to the content Attends required meeting
with resource personnel and
Exploring
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
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,
Applying
(7/21/19)
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.
(7/21/19)
Els are seated with strong
models, they are given
ample opportunities to
talk. Teacher observes
and adjusts lessons based
on observing group
efficacy and seeing how
much and well Els
participate. Teacher
creates individual
behavioral plans and
accommodations for
students with special
needs. Teacher makes
observations, formative
and informative, to see
how Els and special need
students are using the
scaffolding material
provided for them.
(7/21/19)
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
Integrating Innovating
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
Develops and adapts based on English learners’
instruction to provide a wide proficiencies, knowledge,
range of scaffolded support and skills in the content.
for language and content for
the range of English
learners. (12/14/19)
(4/12/2020)
Teacher seats Els that
don’t speak English with
students that are strong
bilinguals. Teacher
provides visuals, explains
words through body
actions and
video/images, provides
sentence frames, allows
answers in Spanish and
through drawing, and
learns Spanish in his own
time to better assist Els.
(12/14/19) (4/12/2020)
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, learning
adequate support and needs, and achievement in
challenge. (7/21/19) accessing content.
(12/14/19)
Communicates and
Communicates and collaborates with resource
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

families.
Learns about referral
processes for students with
special needs.
and families during
meetings and activities in
support of learning plans
and goals. (7/21/19)
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
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.
(7/21/19)
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
(12/14/19) (4/12/2020)
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.
(12/14/19) (4/12/2020)
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.

I had a student with Teacher provides

autism (moderate with
ADHD) last year and he
was very challenging. I
had to readjust my
teaching schedule, create
simple routines that
couldn’t change day to
day. And create many
modifications in my room
such as putting his name
on where he needs to sit,
stand, changing his seat,
taking down anchor
charts (he was easily
visually stimulated),
adjusting the volume of
the classroom, etc.
(7/21/19)
individual behavior plans,
special seating
arrangement, and with
individual work for
student with special
needs. Teacher provided
his own separate
behavior reward sheet
and communicated with
the parent through
classroom dojo,
homework behavior
chart, and daily pick up
meetings every day.
Teacher created and
reported to the
intervention teacher as
well as the principal
monthly updates on the
progress of the student
and suggestions on how
to better help him.
(12/14/19) (4/12/2020)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning