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 content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.

7/18/19 – Teacher 12/13/19 - Teachers and

incorporates relevant students are able to
present-day examples and connect present-day
connections to content examples to connect to
matter. Incorporating subject matter. Students
academic language and recognize similarities and
appropriate vocabulary thematic connections to
specific to each lesson real life issues

4/9/20 - Regularly
updating literary texts to
be reflective of current
times. Actively looking for
new texts to include in
curriculum
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying
vocabulary following academic language.
knowledge of student
curriculum guidelines.
development and
Provides explicit teaching
proficiencies to
of essential content
ensure student
vocabulary and associated
understanding of
academic language in
subject matter
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
7/18/19 – Understand and
acknowledge different
kinds of learning
procedures. Explain and
have students reflect on
how they best learn at
different points of the
semester. Performing
diagnostic activities at the
beginning of different units
to assess prior knowledge
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
idioms, key words with language, text structures, self-directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage students ensure equitable access to students in using analysis
in accessing subject subject matter strategies that provides
matter text or learning understanding for the equitable access and deep
activities. range of student language understanding of subject
levels and abilities. matter.
12/13/19 - For classroom 4/9/20 - Using a variety
discussions, teacher of texts to help support
provides specific vocabulary
vocabulary and norms to enhancements. Allowing
engage students and students to do their own
promote using proper vocabulary exploration
language for specific when reading new texts
subjects
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand.

7/18/19 – Teacher can 12/13/19 - Teacher 4/9/20 - For online

connect lessons to reorganized the order of learning, instructions are
relevant current and curriculum for the posted in a variety of
historical events. Using semester to promote ways - both text and video
cross-curricular sequential learning and recording explaining
connections and planning optimize classroom work assignments. Holding
to help bridge gaps. and discussion time in weekly office hours to
order to promote deeper answer any questions or
understanding help clarify material or
content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
7/18/19 – Material 12/13/19 - Teacher uses 4/9/20 - During online
presented is appropriate different materials to learning, students are able
to subject matter and reach all students’ diverse to participate in
students’ developmental learning needs, discussions in a variety of
levels. Being mindful of incorporating appropriate ways: through online text
specific vocabulary and language and vocabulary posts, or audio or video
encouraging practice and at all levels to ensure a recording to better
appropriate use of common base of support different
vocabulary to build understanding across meta-cognitive abilities.
comprehension​. levels
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that students 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.
12/13/19 - Uses assistive 4/9/20 - Before online
7/18/19 – Incorporate 7/18/19 – Students have technology to support learning, surveying
different media make access to all materials students who need students anonymously
content more accessible to through the online portal. additional supports as about technological access
students. Directing Storing extra hard copies described in their IEPs at home. Preparing
students to additional in class accessible to students with
sources and encouraging students at their digital/downloadable
individual research individual need copies of assignments in
case of lack of WiFi.
Extending assistive
technological supports to
those without IEPs during
transition to online
learning
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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’ performance
needs of ​English to identify gaps in English
learners​ and student language development.
with special needs to Provides adapted materials
provide equitable to help English learners Attempts to scaffold content
access to the content access content. using visuals, models, and
graphic organizers.
7/18/19 – Seek additional
resources to help English
learners. Directing to
different supports on
campus (tutoring, etc.)
Utilizing different
strategies to scaffold
material such as visuals,
graphic organizers,
vocabulary lists.
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.
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.
12/13/19 - Weekly
vocabulary practice that is
catered to students’
individual learning levels.
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.
4/9/20 - Utilizes a variety
of vocabulary practice
tools; utilizes academic
support resources for
English learners
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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.
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.
7/18/19 – Thoughtful
seating arrangements.
Appropriate
accommodations for
students with special
needs such as extensions
and modifications to
assignments.
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.
7/18/19 – Teacher keeps
regular communication
with counselors and
families. Regular
recording of data to keep
learning plans updated.
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.
12/13/19 - Collaborating
regularly with colleagues
to build supports and
share resources to better
support students. Regular
and open communication
with families about
student progress
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.
4/9/20 - Working closely
with students’ counselors,
families, and other
personnel to ensure all
academic supports are in
place and utilized. Follows
IEPs and implements
appropriate modifications