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 academic the relationship between inter-relationships of of subject matter concepts,
matter, related language to identify essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating
academic language, connections between concepts, academic standards, and academic language, and research to
knowledge of subject
and academic content academic content standards language, and academic language in ways that ensure make relevant connections
matter academic
standards. and instruction. content standards. 9/23/20 clear connections and to standards during
content standards
relevance to students. 5/2/21, instruction and extend
11/7/21 student learning. 4/3/22

Much of the reading and
writing that I teach is done
via the social studies and
science topics that the
class is studying. Math is
the least interrelated
subject in my teaching.
9/23/20
Students are shown how each
topic builds on the last and
connections between subjects,
like science and social
studies, are explored. 5/2/21
Subjects are made relevant by
connecting them to current
events and real life situations
that are relevant to students.
11/7/21
Our learning often
overlaps standards and
academic subjects. For
example, our argument
writing unit is based on
our science unit about
natural resources, and both
are being linked to the
real-life problem of the
water fountains being
closed on campus due to
COVID. 4/3/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge Expands knowledge of
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 addresses students’
subject matter. proficiencies and support
understanding of subject
Teaches subject- matter including related
specific vocabulary academic language.
3.2 Applying
following curriculum
knowledge of student
guidelines. 9/23/20 Provides explicit teaching
development and
of essential content
proficiencies to ensure
vocabulary and associated
student understanding
academic language in single
of subject matter
lessons or sequence of
lessons. Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions are
identified. 5/2/21
I always teach the I made sure to include
academic, subject- explicit instruction on
specific language, but academic language in every
definitely not in a lesson that introduced new
consistent or thorough terms and to always review
way. 9/23/20 the terms in subsequent
lessons. 5/2/21
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.
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.
11/7/21
Academic language and
vocabulary are taught
explicitly and terms are
displayed in classroom.
Lessons are differentiated
to meet each student’s
needs. 11/7/21
Integrating
Integrates knowledge of
range of students’
development into
instructional decisions to
ensure student understanding
of the subject matter
including related academic
language.
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.
4/3/22
As we learn in each subject,
the structure and use of
language is constantly
brought up. We look at key
words, academic language,
and how the structure of the
sentence can give us hints
about its purpose or meaning.
We review parts of speech
and grammar in our daily
Patterns of Power instruction.
4/3/22
Innovating
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization Examines organization of
of curriculum as curriculum and considers
provided by site and adjustments in single
district to support lessons or sequence of
3.3 Organizing
student understanding lessons to support
curriculum to
of the subject matter. understanding of subject
facilitate student
matter. 9/23/20
understanding of the
subject matter
If I feel that students need
extra time, more of a
challenge, more scaffolding,
I’ll shift the lessons of a
curriculum around to fit that
need. 9/23/20
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources to of curriculum and related
readiness to organize and organize and adjust resources to flexibly and
adjust the curriculum to instruction within and across effectively organize and
ensure student subject matter to extend adjust instruction.
understanding. 5/2/21 student understanding.
11/7/21 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/3/22
I slow down, scaffold, and Students are required to think Our learning often
reorganize curriculum and critically, collaborate, and overlaps standards and
lesson sequences innovate across subjects. academic subjects. For
frequently to ensure 11/7/21 example, our argument
student understanding. writing unit is based on
5/2/21 our science unit about
natural resources, and both
are being linked to the
real-life problem of the
water fountains being
closed on campus due to
COVID. Our reader’s
workshop unit is based on
reading argument writing
and interpreting it, so all
the subjects are aligning in
a very purposeful way.
4/3/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional Gathers and uses additional
strategies that are instructional strategies in
provided in the single lessons or sequence
3.4 Utilizing curriculum. of lessons to increase
instructional strategies student understanding of
that are appropriate to academic language
the subject matter appropriate to subject
matter. 9/23/20
I’m still building my bank
of instructional strategies
that can be used to their
fullest advantage. Some
strategies I use and add in
when I think it’s helpful are
visuals, TPR, partner/group
work, examples, graphic
organizers, and a gradual
release of responsibility
lesson format. 9/23/20
Applying
Selects and adapts a
variety of instructional
strategies to ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs. 5/2/21
This year has helped me
explore lots of new
instructional strategies due
to the distance learning
format of school. I have
tried out lots of interactive
tools online and used a
variety of lesson
structures. 5/2/21
Integrating
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. 11/7/21
A variety on instructional
strategies are used across
subjects to meet students’
learning needs. Academic
language, cross-connections
and connections to real-world
contexts, and academic skills
are taught using a mix of
digital platforms, hands-on
methods, collaborations,
PBL, etc. 11/7/21
Innovating
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. 4/3/22
Throughout all the
strategies I use to instruct
my students, the element
of choice is the most
important factor in their
learning. I provide
information in a variety of
ways, but I always make
sure my students have
some sort of agency in
how they receive or deliver
their learning. This
develops their enthusiasm
and critical thinking
abilities. 4/3/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and resources, and technologies materials, resources, and technologies, and resources, technologies,
technologies for to make subject matter technologies for concept instructional materials to and standards-aligned
3.5 Using and
specific lessons to accessible to students. and skill development in meet identified student needs instructional materials to
adapting resources,
make subject matter subject matter. Resources and make subject matter extend student
technologies, and
accessible to students. Explores how to make reflect the diversity of the accessible to students. understanding and critical
standards-aligned
technological resources classroom and support thinking about subject
instructional materials
Identifies available to all students. differentiated learning of Assists student with equitable matter.
including adopted
technological resource subject matter. access to materials, resources,
materials, to make
needs. 9/23/20 and technologies. Seeks Ensures that students are
subject matter
Guides students to use outside resources and support. able to obtain equitable
accessible to all
available print, electronic, 11/7/21 access to a wide range of
students
and online subject matter technologies through
resources based on ongoing links to outside
individual needs. 5/2/21 resources and support.
4/3/22
I have access to and I have learned so much Lots of digital platforms are I carefully curate the
knowledge of lots of about various instructional in use for the various resources I want my
resources, but I tend to materials this year, academic subjects. I meet students to use, and I help
forget about them or especially online students where they are and them learn which ones will
feel overwhelmed by resources. I have been able give them the materials they be the most helpful for
them. This is definitely to provide my students need in order to learn. All what they are trying to
a growth area for me. with lots of online students have access to a learn. I show students how
9/23/20 resources based on their laptop and students who need to use voice to text
needs. 5/2/21 headphones, text-to-speech, technology when they
speech-to-text, fidgets, or struggle to type or write by
focus folders are provided hand. I teach them how to
with them. 11/7/21 have the text on a program
read out loud to them.
4/3/22
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 English Engages English learners in
primary language and describing elements of culture proficiencies and English language development, English assessment of their progress
English language and language proficiencies in learner strengths in the study learners’ strengths and assessed in English language
proficiencies based on listening, speaking, reading, of language and content. needs into English language and development and in meeting
available assessment and writing. Uses multiple Differentiates instruction content instruction. content standards. Supports
data. measures for assessing English using one or more students to establish and
learners’ performance to components of English monitor language and content
3.6.a Addressing the identify gaps in English language development to goals.
needs of English language development. support English learners. Develops and adapts instruction
learners and students to provide a wide range of
with special needs to Attempts to scaffold content Creates and implements scaffolded support for language Is resourceful and flexible in
provide equitable Provides adapted using visuals, models, and scaffolds to support and content for the range of the design, adjustment, and
access to the content materials to help English graphic organizers. 5/2/21 standards-based instruction English learners. 4/3/22 elimination of scaffolds based
learners access content. using literacy strategies, on English learners’
9/23/20 SDAIE, and content level proficiencies, knowledge, and
English language skills in the content.
development in order for
students to improve language
proficiencies and understand
content. 11/7/21
I know all of my I use different forms of Academic language, I incorporate explicit
students’ primary assessment to gather data on vocabulary, and grammar instruction on academic
languages, but my my English learners’ needs. are taught explicitly. I language, grammar, parts of
scaffolds for English I scaffold content and scaffold assignments with speech, and syntax regularly
learners are provide many opportunities sentence frames, graphic in all subjects. I also make
inconsistent. 9/23/20 for English learners to organizers, partner work, sure to include lots of visuals,
access the language and imagery, etc. 11/7/21 sentence starters and partner
show their mastery of it. work in my lessons. 4/3/22
5/2/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has an awareness of the Seeks additional information
full range of students on the full range of students
identified with special identified with special needs to
needs through data address challenges or supports
provided by the school. in single lessons or sequence of
lessons.
Cooperates with resource
3.6.b Addressing the Attends required meeting personnel, para-educators, and
needs of English with resource personnel families during meetings and
and families. activities in support of learning
learners and student
plans and goals.
with special needs to
provide equitable
access to the content Seeks additional information
on struggling learners and
advanced learners to determine
Learns about referral appropriateness for referral.
processes for students 9/23/20
with special needs.
I provide my students with
special needs with
accommodations and
multiple points of access to
the learning. I have weekly
check-ins with the resource
specialist teacher who
serves my students. 9/23/20
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.
Refers students as needed in a
timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral. 5/2/21
I refer to the documents of
my students with IEPs and
504s regularly to make
sure I am providing the
appropriate
accommodations in my
instruction. I plan
instruction and
differentiation based on
student needs. I meet with
the special resource
teacher weekly to check in
about our students. 5/2/21
Integrating
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. 11/7/21
I regularly adjust the work
that my students with special
needs do, whether that’s
changing the assignment or
just making it shorter. I meet
with them one-on-one and in
small groups to provide
specific instruction. I am in
frequent contact with their
families to keep them up-to-
date on needs and progress.
11/7/21
Innovating
Guides and supports the full
range of students with special
needs to actively engage in
the assessment and
monitoring 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. 4/3/22
I differentiate my lessons
and the classwork that my
students need to do for all
my students, including my
students with special
needs. I am in constant
contact with families and
resource providers about
what my students with
disabilities need. I often
engage in conversations
with them about their
learning and what they
hope for and how they can
work towards it. 4/3/22