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 of
knowledge of subject subject matter and the relationship between inter-relationships of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject content standards. between academic content language, and academic language in ways that make relevant connections to
matter academic standards and instruction. content standards. ensure clear connections standards during instruction
content standards and relevance to students. and extend student learning.
07/18/21, 12/10/21 05/08/22

I have a broad knowledge I use extensive knowledge

of academic content,
concepts, and standards. I
use content to make
connections to students
lives an ensure that students
know the relevance of the
standards being taught. I
use various teaching
strategies to make these
connections such as
implementing cross-
curricular activities (STEM)
into lessons. 07/18/21,
12/10/21
of subject matter concepts,
current issues, academic
language, and research to
make relevant connections to
standards during instruction
and extend student learning.
I use vocabulary cards and
worksheets that use
academic language to
enhance students learning.
For example, I gave students
and opportunity to share
something they “want” in a
writing assignment. The
term “want” is a vocabulary
word. Together, we created a
thinking map of different
items students might want
and allowed them to show
their writing skills while
using academic language.
05/08/22
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
vocabulary following academic language.
3.2 Applying curriculum guidelines.
knowledge of student Provides explicit teaching
development and of essential content
proficiencies to ensure vocabulary and associated
student understanding academic language in
of 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.
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.
07/18/21
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.
07/18/21
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related 05/08/22
academic language.
12/10/21 Engages student at all levels
of vocabulary, academic
Provides explicit teaching language, and proficiencies
of specific academic in self-directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to ensure students in using analysis
equitable access to subject strategies that provides
matter understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter. 05/08/22
12/10/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying Integrating Innovating
I adapt instruction in I ensure that subject matter I utilizes comprehensive
response to student is understandable by knowledge of students to
knowledge and checking for understanding guide all students to develop
proficiencies by making and using formal- and proficiencies, understand
appropriate informal assessments. I use subject matter including
accommodations or weekly assessments to test related academic language. I
modifications to lessons. I students on their knowledge create my own assessments
forefront EL’s with and development of grade- to check that students are
vocabulary during English level standards. These comprehending the learning
Language Development assessments use academic objective. 05/08/22
(ELD) by displaying visuals language that is familiar to
and activating students prior students, as it comes
knowledge of the term. directly from our I engages students at all
07/18/21 Benchmark Advanced levels of vocabulary,
Curriculum. I use the data academic language, and
I provide explicit teaching to drive instruction by proficiencies in self-directed
of essential vocabulary, key reteaching or enriching. goal setting, monitoring, and
words, and terms weekly by 12/10/21 improvement. I forefront
using a pocket chart and vocabulary to ELL students
visual picture cards. I teach I provide explicit teaching and use appropriate
students the definition of of academic language by vocabulary, picture cards to
the vocabulary words, use using anchor charts, aid in academic language
examples to describe it, vocabulary cards, ELD within lessons. 05/08/22
explain the visual on the resources, and sentence
word card, display the word frames. 12/10/21
on a vocabulary pocket
chart, and refer back to the
word card throughout
reading lessons. 07/18/21
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and considers curriculum and student curriculum and resources to curriculum and related
adjustments in single readiness to organize and 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. 05/08/22
understanding of subject understanding. 07/18/21 extend student
matter. understanding. 12/10/21 Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I collaborate with peers
each week to organize
curriculum for students. As
a team, we study student
data and assessment to plan
lessons. I might choose to
reteach a concept or expand
in areas where needed. The
curriculum I use
(Benchmark Advance/
GoMath), organizes
curriculum using CCSS
standards orderly and
utilities a familiar teaching
routine each week. 07/18/21
Uses instructional strategies Gathers and uses Selects and adapts a variety
that are provided in the additional instructional of instructional strategies to
curriculum. strategies in single ensure student
lessons or sequence of understanding of academic
3.4 Utilizing lessons to increase language appropriate to
instructional strategies student understanding of subject matter and that
that are appropriate to academic language addresses students’ diverse
the subject matter appropriate to subject learning needs. 07/18/21
matter.
Integrating
I integrate knowledge of
curriculum and resources to
organize and adjust
instruction by integrating
standard-aligned, online
programs and worksheets.
The assignments are paced
at the same rate as our
Benchmark Advanced and
GoMath curriculum to
extend student learning.
12/10/21
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning,
to ensure student
understanding of academic
language, and guide student
in understanding
connections within and
across subject matter.
12/10/21
Innovating
I use an extensive
knowledge of curriculum
and related resources to
flexibly and effectively
organize and adjust
instruction. I use a variety of
additional resources to
reteach or enhance learning.
Some of these resurrect
include curriculum-aligned
worksheets, online SeeSaw
activities, and hands-on
practice/games that correlate
with math lessons. I check
for student understanding.
05/08/22
I ensure student
comprehension and facilitate
student articulation about
what they do and do not
understand. I correct
students assignments after
each independent practice or
whole-group practice. I pull
students aside to reteach
curriculum, or enhance their
learning during small-group
centers. 05/08/22
Uses an extensive repertoire
of instructional strategies to
develop enthusiasm, meta-
cognitive abilities, and
support and challenge the
full range of student towards
a deep knowledge of subject
matter. 05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I use three main strategies
of teaching academic
vocabulary. The first
instructional strategy is
fore-fronting EL’s with
vocabulary during ELD
time. The second
instructional strategy that I
use is explicit, direct
instruction using word cards
and visuals. The third
instruction strategy I use to
teach academic language is
creating anchor charts with
the class to refer to with
visuals. I display the anchor
chart in the classroom. I use
academic language in
discussions and refer to the
vocabulary chart throughout
a series of lessons that
week. 07/18/21
Integrating Innovating
I integrate instructional I use an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to guide develop enthusiasm, meta-
students in understanding cognitive abilities, and
content. I organize our support and challenge the
workshop rotations to full range of student towards
enrich students on a deep knowledge of subject
curriculum students are matter. I enjoy incorporating
learning about. An example songs, dances, hands-on
is using addition puzzles activities, and whiteboard
and online addition games practice into lessons. At the
as rotations during math end of every math lesson, I
workshop. 12/10/21 let students work in small-
groups STEM centers. For
two-dimensional shapes, one
center includes online
practice, another is an
engineering/science practice
using legos, one group might
work on shape drawing
skills, and the other will
build shapes using pattern
blocks. 05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
3.5 Using and adapting matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
resources, technologies, students. to students. 07/18/21 subject matter. Resources needs and make subject extend student understanding
and standards-aligned reflect the diversity of the matter accessible to and critical thinking about
instructional materials Identifies technological Explores how to make classroom and support students. 05/08/22 subject matter.
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. subject matter. 12/10/21 Assists student with Ensures that student are able
subject matter 07/18/21 equitable access to to obtain equitable access to
accessible to all Guides students to use materials, resources, and a wide range of technologies
students available print, electronic, technologies. Seeks outside through ongoing links to
and online subject matter resources and support. outside resources and
resources based on 05/08/22 support.
individual needs. 12/10/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I explore additional I select and adapt materials/
instruction materials and resources for skill
technologies to make development. For example,
subject matter more I use large print decodable
accessible to students. I books with students that
use hands-on need larger text. I typically
manipulatives, iPads, use consumable decodable
computers, and puzzles to books for students to
help students understand highlight and write in,
content. 07/18/21 however I have noticed that
using the colored, large
I explore how to make print version for some of
technology accessible to my struggling readers helps
all students by providing them track and stay
technology time and engaged in the text.
utilizing the computer lab 12/10/21
twice a week. 07/18/21
I guide students to use
available print use available
print and digital resources
such as iReady and leveled
readers. 12/10/21
Integrating Innovating
I integrate a wide range of
adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students. Our online
programs such as iReady
assess and target students
academic needs. This
program includes visuals
and audio assistance.
05/08/22
I assist students with
equitable access to
materials, resources, and
technologies. Seeks outside
resources and support. I use
resource teachers to aid or
pull-out students throughout
the day. I work one-on-one
with students for additional
practice or in dependent
testing with appropriate
accommodations. 05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
3.6 Addressing the
needs of English
learners and student
with special needs to Provides adapted materials to
provide equitable help English learners access
access to the content content.
Exploring
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.
Attempts to scaffold content
using visuals, models, and
graphic organizers. 07/18/21
Applying
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.
Integrating
Integrates knowledge of
English language development,
English learners’ strengths and
assessed needs into English
language and content
instruction. 07/18/21, 12/10/21
Develops and adapts
instruction to provide a wide
range of scaffolded support for
language and content for the
range of English learners.
12/10/21
Innovating
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. 05/08/22
Is resourceful and flexible in the
design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content. 05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I attempt to scaffold
content using visuals,
models, and graphic
organizers. I am
passionate about using
thinking maps to support
student learning. I use
printed visuals or
drawings to help EL
students determine
vocabulary and academic
language. 07/18/21
I integrate knowledge of
ELD and EL’s strengths of
English language, daily. I
have a designated ELD time
to teach students academic
language and concepts
before beginning ELA
lessons. I have EL’s use
prior knowledge to support
their understanding of
content during ELA lessons.
07/18/21, 12/10/21
I adapt instruction to
support EL students by
fore-fronting students with
vocabulary word cards each
week. Students are provided
visual cards that stay on our
pocket chart all week and
are referenced throughout
the reading lessons. EL
students have a better
understanding of what is
happening in the story.
12/10/21
I engage English learners in
assessment of their progress in
English language development
and in meeting content
standards. I provide these
students with ELD time, fore
fronting vocabulary, using
textbook sentence frames for
discussion topics, providing
visuals, and giving stunts
appropriate EL accommodations
(ex. thinking maps). I support
students to establish and
monitor language and content
goals. I use wiring templates
and picture cards to encourage
students to use academic
language during discussions and
written work. 05/08/22
I am resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content. I will allow
students to forefront lessons and
provide small-group support.
05/08/22
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.
3.6 Addressing the Attends required meeting with
needs of English resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral processes
for students with 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.
07/18/21
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. 07/18/21
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. 07/18/21
Integrating
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge. 12/10/21, 05/08/22
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
12/10/21, 05/08/22
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.12/10/21
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. 05/08/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I collaborate with peers I utilize information about
and resource teachers to students identifies with
identify and implement special needs by reviewing
the appropriate their IEP. I am constantly
accommodations for reviewing their IEP to make
identified student. I meet sure that all needs are being
with families and para- met. I recognizing student
educators during physical strengths and challenge
or virtual meetings to student to meet their
discuss student documented goal. 07/18/21
accommodations,
strengths, and goals.
07/18/21 During IEP meetings, I
document student data and
overview their strengths. I
create new goals for student
with help from para-
educator. I collaborate to
determine appropriate
interventions for the future.
07/18/21
Integrating Innovating
I integrate and extend I take leadership at the site/
instruction for students with district and collaborates with
special needs to ensure resource personnel to ensure the
adequate support by smooth and effective
implementations of referral
providing one-on-one
processes. I have my ELL’s get
instruction, modifying pull-out by resource teachers to
assignments, and extending assess them on the appropriate
pacing. 12/10/21, 05/08/22 skills and track their level of
development throughout the
I communicate and year. 05/08/22
collaborate with colleagues
and families. I meet with
my team on a weekly basis
to plan and go over scores. I
communicate with families
multiple times a week using
Class Dojo and handwritten
feedback on weekly
informal assessments.
12/10/21, 05/08/22
I initiate and monitor
referral processes by
collaborating with our
resource specialists,
reviewing IEP or student-
accommodations, providing
students with extra support,
and meeting with parents.
12/10/21