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 subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
9/19/2020 extend student learning.

Use outside knowledge of

subjects to go more in-
depth in subject matter. I
connect my classes
together and knowledge
of current events to
connect it with students’
learning. 9/19/2020
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
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.
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.
9/19/2020
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language.4/24/21
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.
12/10/21
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.

Teach students to all the I use my understanding of

levels of Bloom’s
taxonomy to teach
students the material. I
also differentiate learning
depending on age.
9/19/2020
my students to adjust my
lessons year to year. I use
their interest to develop
lessons that they will find
engaging, while still
maintaining a high level
of academic
rigor.4/24/21

Students were assessed

on material, and then
reviewed it in a different
way.12/10/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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. extend student instruction.4/9/22
facilitate student matter. understanding.
understanding of the 9/19/2020 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/24/21
I I use material in and not Students are often asked
in my textbook/program about what they do not
to teach effectively and understand, and they are
have my units planned provided multiple ways
out before the year to articulate what they do
begins. I complete my not understand.
curriculum every year. Additionally, I use many
9/19/2020 monitoring techniques to
assess their
understanding. 4/24/21

I use my understanding
and education in the
subject to create
materials for my teaching
team.4/9/22

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
3.4 Utilizing 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 instructional strategies to
strategies that are curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
appropriate to the lessons to increase academic language learning, to ensure meta-cognitive abilities,
subject matter student understanding of appropriate to subject student understanding of and support and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.12/10/21
across subject matter.
9/21/2020
Use a variety of Simulations, debates and
instructional strategies other engaging
such as vocabulary instructional strategies
preload and other are used to support
techniques to help break student understanding of
down academic language subject matter. Students
9/21/2020 are usually enthusiastic
about the lesson..
4/24/21

Simulations are regularly

used in government class
so students are
reenacting how the
government works
12/10/21

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. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.4/9/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

resource needs. available to all students. differentiated learning of
subject matter.
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. 9/21/2020
My class is almost never
the same and I use a
collection of online and
other resources to
supplement my
curriculum. I use online
platform to also flip my
class. 9/21/2020
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
Started using more
technologies to help them
understand the material.
New technologies being
used are OneNote,
Microsoft Swift and
Metimeter. 4/9/22

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. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language 4/24/21
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
using visuals, models, and standards-based instruction for language and content for based on English learners’
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
graphic
organizers.9/21/2020
My school lacks special
needs categorization, and
I attempt to address EL’s
needs with additional
one-on-one instruction
and use vocabulary
preloads to adjust them
to academic language .
However, I am not
comprehensive with how
I deal with this
9/21/2020
using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
I have developed more
comprehensive methods
of preloading vocabulary
and differentiating
instructions to support
EL student learning.
Vocabulary is always
reviewed before students
do a reading or start a
new topic. 4/24/21

3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
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.
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.
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
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with
school.12/10/21
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
9/21/2020
I communicate with the
parents of my EL’s and
struggling students
regularly. I work with
other teachers to
coordinate teaching
strategies for theses as
well. I then intemplemt
these in my classroom.
9/21/2020
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive site/district and collaborates
support and/or extended with resource personnel to
learning that is integrated ensure the smooth and
into the core effective implementations of
curriculum.12/10/21 referral processes.
Vocabulary techniques
like four squares are used
to preload vocabulary for
students before learning
the lesson. Also,
individualized feedback is
used to enhance
personalization for ELs.
12/10/21