CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating language, and academic identify connections
knowledge of subject content standards. between academic
matter academic content standards and
content standards instruction. 9/24/19
First of all, I always have
the standard or objective
written on the board in
student friendly language.
This not only allows all
students to see it in front
of them, but also allows
me to refer back to the
standard throughout a
lesson. 9/24/19
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive knowledge
the relationship between inter-relationships of of subject matter
essential subject matter concepts, academic concepts, current issues,
concepts, academic content standards, and academic language, and
language, and academic academic language in research to make relevant
content standards. ways that ensure clear connections to standards
2/15/20 connections and during instruction and
relevance to extend student learning.
students.10/25/20 5/5/21
Subject matter concepts, Whenever we are When reading a text with
academic language, and learning something that students, I point out
academic content relates to something we various grammar rules,
standards are all have learned before, even spelling words, or other
connected and must be if it is in a different lessons they previously
delivered in a methodical subject, I always make learned so that they can
way to reach all students. sure to point out that see it in context and
First, the content connection to students. continue to notice it in
standard is written on the Sometimes our Wonders other scenarios. 5/5/21
board and repeated out essential questions help
loud. Before teaching, I students make these
preface the main lesson connections on their own.
by reviewing any 10/25/20
academic language or
important terms. Then, I
teach concepts, allow for
questions, practice the
concepts and/or give
examples. 2/15/20
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. 9/24/19 proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines. 2/15/20
student development 9/24/19
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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. 2/15/20
I understand that it might For example, when
take students several teaching students new
times to practice a skill vocabulary words, we
before they will get it, read the word, then the
especially when it is definition, and then a
introduced for the very sentence in which the
first time. I know that is vocabulary word is used
important to keep correctly. 2/15/20
motivating the students
and telling them that they
CAN do it. In second We read stories from the
grade we talk about a literature textbook as a
growth mindset, so I class and look for the
expect students to be vocabulary words that
using phrases like “It’s were previously
going to be a challenge introduced. Every so
but I can do it” rather often I will call on a
Applying
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.10/25/20
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.10/25/20
I use the Wonders
program for language arts
which gives me access to
digital definitions, videos,
and example sentences.
Showing these to
students is a fun way to
introduce the vocabulary.
It also provides a visual
for those students who
are visual learners.
10/25/20
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. 5/5/21 Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
5/5/21
I recognize individualized
differences of my
students and group them
accordingly. 5/5/21
I provide different
students with different
examples of various
levels. For example, more
advanced students will be
provided with higher
level examples. 5/5/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

than saying “I can’t do student to remind us
this.” 9/24/19 what the word means in
the sentence from the
story. 2/15/20

Many times, I like to

preface lessons by
frontloading students
with vocabulary. If they
understand what the
words mean before they
see the words in context,
they will be able to better
understand the material.
9/24/19

Follows organization of
curriculum as provided
by site and district to
3.3 Organizing support student
curriculum to understanding of the
facilitate student subject matter. 9/24/19
understanding of the
subject matter
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and considers curriculum and student curriculum and resources of curriculum and related
adjustments in single readiness to organize and to organize and adjust resources to flexibly and
lessons or sequence of adjust the curriculum to instruction within and effectively organize and
lessons to support ensure student across subject matter to adjust instruction.
understanding of subject understanding. 10/25/20 extend student
matter. 2/15/20 understanding. 5/5/21 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I tend to follow the I have to assess where
teacher’s guide to help most students are at in
me understand how I their understanding of
should deliver the lessons and concepts
content to the students. before moving on. I know
While I try my best to that the pacing of every
make lessons interesting, class might look different,
I recognize that I need to but that’s part of being a
work on differentiation flexible teacher. It is
and adjusting my lessons worth spending more
based on the needs of my time on one topic if it will
students. 9/24/19 make a difference in the
long run. 2/15/20
understand.
When students begin I used my resources of
learning reading professionals, including
comprehension as a part dentist students, to teach
of the Wonders program, my students about the
I read the passage, importance of taking care
questions, and answer of our teeth. This is a fun,
choices with them to engaging, and interactive
make sure they way of giving students a
understand everything lesson while also
and that the decoding of changing up the usual
words isn’t getting in the routine. 5/5/21
way. 10/25/20

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. 9/24/19 diverse learning needs. understanding knowledge of subject
2/15/20 connections within and matter. 5/5/21
across subject
matter.10/25/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

While teaching lessons, I I have been working on I include visuals including One of the biggest
try to expand on ideas applying differentiation pictures and videos in my strategies for improving
and give additional into my teaching lessons whenever instruction is allowing
examples in order to strategies. This might possible. For example, I students to engage with
increase student mean teaching with use brainpop jr as a fun flexible seating and tools
understanding. visuals, asking students way to introduce and alike. For example some
Connecting content to to repeat something, explain concepts to students who are wiggly
students’ prior learning using students. This helps both benefit from a fidget tool
knowledge can help them mnemonics, using audio and visual learners. or a theraband. 5/5/21
make connections and manipulatives, or relating 10/25/20
better understand the the information into kid
information. 9/24/19 friendly terms. 2/15/20

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. 2/15/20 and skill development in needs and make subject extend student
adopted materials, to students. 9/24/19 subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. 5/5/21 critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. 9/24/19 available to all students. differentiated learning of Assists student with
2/15/20 subject matter.10/25/20 equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. 5/5/21 ongoing links to outside
resources based on resources and support.
individual needs.
10/25/20
I use the resources given For struggling students, I I use IXL language arts
to me from the school to have extra practice with my students because I adapt resources by
guide my lessons and worksheets to work on it allows them to practice breaking down tasks into
make sure that students during free time in which their language arts skills steps for my students. For
understand the material. I they can ask for help. at their own level. For example, I will write on
would use more Additionally, I send home example, if a student is the board a numbered list
technology, but the kids helpful links to parents showing basic of directions in order to
go to computer lab every whenever I come across understanding of properly complete an
week and there are a them. I know of several punctuation, then they assignment. 5/5/21
limited number of iPads online websites that can move on to a more
for the entire school. allow students to have complex level. This allows
9/24/19 additional practice on my higher-level students I provide students who
necessary skills while to be able to access more do not have technology at
they are at home. challenging material home with the
2/15/20 while also allowing my opportunity to access the
I understand that struggling students to curriculum during class.
technology can provide Since we do not have a practice their skills. For example, if a student
students with another classroom set of 10/25/20 with no computer needs
platform of learning. They computers, I am not able to access online material,
also enjoy learning with to use a ton of technology I will allow them to do so
technology because they in the classroom. during free time on a
tend to think of it as a However, when we do laptop. 5/5/21
“game”. However, it is use technology, I display
difficult to incorporate it on the overhead for all
technology at this school students to see.
because there are a Additionally, I share
limited number of iPads helpful links of
for the entire school. educational games and
9/24/19 videos that students
might enjoy. 2/15/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
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
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
9/24/19 writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. 5/5/21 monitor language and
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
in English language 10/25/20
needs of English
development. 2/15/20 Develops and adapts Is resourceful and flexible in
learners and student the design, adjustment, and
Provides adapted materials instruction to provide a wide
with special needs to to help English learners Attempts to scaffold content Creates and implements range of scaffolded support elimination of scaffolds
provide equitable access content. 9/24/19 using visuals, models, and scaffolds to support for language and content for based on English learners’
access to the content graphic organizers. standards-based instruction the range of English proficiencies, knowledge,
2/15/20 using literacy strategies, learners. 5/5/21 and skills in the content.
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
10/25/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

It is important to know For English learners I One way that I would If the student is strong in
some background would find out as much differentiate instructions a certain area or subject, I
information about a information as possible for English learners is by would make sure to let
student who’s an English including their simplifying directions. I them participate and
learner. Not only would I background, where they know that ELD learners share their knowledge
familiarize myself with came from, and their are already very with the class. This would
the student’s language previous experiences. I overwhelmed in their help them gain
and background, but his would also assess them new environment, so I confidence in learning
or her culture as well. with their level of want to ease their and sharing in class.
Additionally, auditory comprehension, anxieties as much as 5/5/21
understanding their speaking, and reading in possible.10/25/20
current level of English English. I would also use I would provide extra
will help clarify and gestures to enhance For an English Learner I pictures for English
possible instruction. 2/15/20 would be sure to learners while learning
misunderstandings. implement the Total new vocabulary so that
9/24/19 Just as I would use for a Physical Response they could better
struggling student, I technique by visualize what the words
would also incorporate incorporating physical mean. 5/5/21
visuals, models movement into my
For an English Learner I (manipulatives), and lessons. 10/25/20
would do whatever I can graphic organizers into
and provide the student the child’s education.
with anything that would Visuals are understood by
make their learning any culture or language
equitable. An example of and make a great tool for
this would be providing learning new vocabulary
pictures next to the or phrases. Models, or
vocabulary words to help manipulatives, are helpful
put the words into in math when learning
context. 9/24/19 new concepts or solving
word problems. Like
visuals, graphic
organizers help to see the
bigger picture. For an
English language learner,
writing a paragraph all at
once may seem like a task
too difficult to handle.
Graphic organizers help
break the task down into
smaller steps. 2/15/20
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.
9/24/19
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. 9/24/19
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.
2/15/20
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 9/24/19
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 2/15/20
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.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 2/15/20,
10/15/20
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. 5/5/21
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
5/5/21
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.
5/5/21
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 am aware of the If I need additional
students who have information about a child
special needs and I would talk to previous
accommodations. These teachers and/or the
students will be parents themselves.
monitored and provided Previous teachers might
with the necessary be able to share teaching
accommodations. techniques or ways that
9/24/19 they found beneficial to
the student. 2/15/20
It is important to find out
as much as possible about
For students with special my students so that they
needs, a referral to the are treated appropriately
CAL (Center for by their teachers. For
Achievement and example, a student who
Learning) office is made has cognitive disabilities
and the staff in that may not receive
department will work consequences or
with their team to assess punishment in the same
the situation and figure way that a student
out how they can without a disability
intervene in order to would. 2/15/20
support the student.
9/24/19
I want to make sure that
the students and families
feel like they are getting
the support they need. I
know that it is easy for
families to feel like their
has been left behind and
not advocate for him or
her self. I check in with
the parents through
email, conference, etc.
9/24/19
Applying
I communicate regularly
with parents, the CAL
advisor, and the school
psychologist. Parents
must be notified and
involved in their child’s
education and his or her
progress in school. I
check in with the CAL
advisor to make sure that
there are no updates to
the file and that the child
is receiving appropriate
accommodations. Lastly, I
communicate with the
psychologist to see how
the student is doing
emotionally and let her
know of any problems in
class that she could help
resolve. 2/15/20
I would be sure to
incorporate the Total
Physical Response
technique by
incorporating physical
movement into my
lessons. 10/15/20
I schedule routine check-
ins with the behavioral
specialists at the school to
see what we can do to
help struggling
students.10/15/20
When I feel like a new
student should become
part of CAL’s caseload, I
bring it to the attention of
the CAL leaders at our
Integrating Innovating
During tests, I pull a
group of students who I
feel need extra support
reading directions,
understanding questions,
and understanding
meaning of answer
choices. 5/5/21
I keep families updated
with student’s progress
by filling out a daily chart
that goes back and forth
from home to school each
day. This is an easy way
to keep in touch with
parents. 5/5/21
I use techniques for the
entire class while
teaching so that a single
student does not feel
singled out. For example I
will have all students
stand up for a wiggle
break if I see that some
students are becoming
restless. 5/5/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

biweekly
meetings.10/15/20