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 language to essential subject matter concepts, academic content concepts, current issues,
3.1 Demonstrating academic language, identify connections concepts, academic standards, and academic academic language, and
knowledge of subject and academic between academic content language, and academic language in ways that ensure research to make relevant
matter academic content standards. standards and instruction. content standards. clear connections and connections to standards
content standards relevance to students. during instruction and
extend student learning.
4/9/2023

Teachers and students

regularly make
connections to not only
popular culture but also to
previous units and classes
for English, but also other
classes as well. Current
political issues and other
issues students are
interested are also
discussed in the scope of
the classroom and how it
connects to subject
matter. High level of
subject matter knowledge
is a prerequisite of the
teacher as well and is
renewed as teacher
actively re-reads and
re-plans along with
students. Finally, students
use their skills to research
and advocate in the real
world 4/9/2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge Expands knowledge of student Adapts instruction in Integrates knowledge of Utilizes comprehensive
of student stages of development and implements response to knowledge of range of students knowledge of students to
development while learning activities in single student development and development into guide all students to
becoming aware of lessons or sequence of lessons proficiencies to meet instructional decisions to develop proficiencies,
that addresses students’ understand subject matter
differences in proficiencies and support
students’ diverse learning ensure student
students’ needs. Ensures understanding of the subject including related academic
understanding of subject language.
3.2 Applying understanding of matter including related understanding of subject matter including related
knowledge of student subject matter. academic language. matter including related academic language.
Engages student at all
development and academic language. 4/9/2023
levels of vocabulary,
proficiencies to Teaches Provides explicit teaching of
essential content vocabulary academic language, and
ensure student subject-specific Provides explicit teaching of Provides explicit teaching of proficiencies in
vocabulary following and associated academic essential vocabulary, idioms, specific academic language,
understanding of language in single lessons or self-directed goal setting,
subject matter curriculum key words with multiple text structures, grammatical, monitoring, and
sequence of lessons. Explains
guidelines. academic language, formats,
meanings, and academic and stylistic language improvement. Guides all
and vocabulary to support language in ways that features to ensure equitable students in using analysis
student access to subject engage students in accessing access to subject matter strategies that provides
matter when confusions are subject matter text or understanding for the range equitable access and deep
identified. learning activities. of student language levels understanding of subject
and abilities. matter. 4/9/2023
Teacher focuses on student Teacher provides explicit
development not only in her teaching of academic
class but throughout years in language and text
order to facilitate structures as well as
comprehensive learning of grammar and style through
subject matter - teacher uses essays, and monitors
student reflections of language use to ensure
semester progress and teacher understanding by all
observation to fully gauge students regardless of level,
student trajectory and especially in final writing
projected success 4/9/2023 portfolio where students
focus on revision. By the
end of the year, students
generally self-regulate and
monitor academic language
usage in the classroom
4/9/2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
of curriculum as curriculum and considers curriculum and student curriculum and resources to of curriculum and related
provided by site and adjustments in single readiness to organize and organize and adjust resources to flexibly and
district to support lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing student lessons to support ensure student across subject matter to adjust instruction.
curriculum to understanding of the understanding of subject understanding. extend student 4/9/2023
facilitate student subject matter. matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/9/2023
Teacher is actively
planning and adjusting
and pacing with students
through reading and
facilitate learning and
understanding of content.
Pacing is monitored
through both formative
and summative
assessments to help
dictate pacing so students
can access content in a
way that is best for them
and to best bolster and
leverage student skills.
4/9/2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses instructional Gathers and uses additional Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are instructional strategies in of instructional strategies to strategies appropriate to repertoire of instructional
provided in the single lessons or sequence ensure student subject matter to meet strategies to develop
3.4 Utilizing
curriculum. of lessons to increase understanding of academic students’ diverse learning, to enthusiasm,
instructional
student understanding of language appropriate to ensure student meta-cognitive abilities,
strategies that are
academic language subject matter and that understanding of academic and support and challenge
appropriate to the
appropriate to subject addresses students’ diverse language, and guide student the full range of student
subject matter
matter. learning needs. in understanding towards a deep
connections within and knowledge of subject
across subject matter. matter. 4/9/2023
Teacher utilizes a variety
of planning, activities, and
learning aids in order for
as many students as
possible to access the
curriculum at the highest
level possible for them.
Students are encouraged
in projects and summative
assessments to connect
learning in class to
outside classes or life in
ways unique and relevant
to them, and teacher has
added more
discussion-based
activities to help bolster
theme discussion and
understanding, in addition
to utilizing the skills and
background knowledge of
students to play to their
strengths while also
utilizing new skills
4/9/2023
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 instructional materials, appropriate instructional adapted resources, identifying and adapting
materials, resources, resources, and technologies materials, resources, and technologies, and resources, technologies,
and technologies for to make subject matter technologies for concept and instructional materials to and standards-aligned
3.5 Using and
specific lessons to accessible to students. skill development in subject meet identified student instructional materials to
adapting resources,
make subject matter matter. Resources reflect the needs and make subject extend student
technologies, and
accessible to Explores how to make diversity of the classroom matter accessible to understanding and critical
standards-aligned
students. technological resources and support differentiated students. thinking about subject
instructional
available to all students. learning of subject matter. matter. 4/9/2023
materials including
Identifies Assists students with
adopted materials, to
technological Guides students to use equitable access to Ensures that student are
make subject matter
resource needs. available print, electronic, materials, resources, and able to obtain equitable
accessible to all
and online subject matter technologies. Seeks outside access to a wide range of
students
resources based on resources and support. technologies through
individual needs. ongoing links to outside
resources and support.
4/9/2023
Students are taught (by
teacher and other staff) to
use a variety of learning
resources and
technologies to access
content as best they can.
In return, students teach
teacher to utilize different
technology and skills to
leverage knowledge in
more accessible manners
4/9/2023

Teacher ensures students

have equitable access to
materials in ways
possible, lending copies of
books or finding access to
copies if students don’t
have it, and ensuring
student learning can still
be accessed at a high level
even if technology is
unavailable at that time
4/9/2023
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 of learners’ strengths and assessed in English language
proficiencies based on listening, speaking, reading, language and content. needs into English language and development and in meeting
available assessment and writing. Uses multiple Differentiates instruction using content instruction. 4/9/2023 content standards. Supports
data. measures for assessing one or more components of students to establish and
3.6 Addressing the English learners’ performance English language development monitor language and
needs of English to identify gaps in English to support English learners. content goals.
learners and student language development. Develops and adapts instruction
with special needs to Creates and implements to provide a wide range of
provide equitable Attempts to scaffold content scaffolds to support scaffolded support for language Is resourceful and flexible in
access to the content Provides adapted using visuals, models, and standards-based instruction and content for the range of the design, adjustment, and
materials to help graphic organizers. using literacy strategies, SDAIE, English learners. 4/9/2023 elimination of scaffolds
English learners access and content level English based on English learners’
content. language development in order proficiencies, knowledge,
for students to improve and skills in the content.
language proficiencies and
understand content.
Teacher uses knowledge
from special education
professional and from own
experience and discussion
with students to ensure
differentiation of instruction
in ways that help students
learn at whichever pace
necessary while still
accessing curriculum,
implementing more scaffolds
within lessons as well as
creating a folder for
modified and accommodated
lesson plans 4/9/2023

Teacher builds scaffolding

and supports for
English-language learners to
ensure high level of success
and equitable access to
content by all students
4/9/2023
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of Seeks additional information Utilizes information on the full Integrates accommodations, Guides and support the full
the full range of on the full range of students range of students identified adaptations, and extensions to range of student with special
students identified identified with special needs with special needs to assess instruction for the full range of needs to actively engage in
with special needs to address challenges or strengths and competencies to students with special needs to the assessment and monitor
through data provided supports in single lessons or provide appropriate challenge ensure adequate support and their own strengths, learning
by the school. sequence of lessons. and accommodations in challenge. 4/9/2023 needs, and achievement in
instruction. accessing content.
Communicates and collaborates Communicates and
3.6 Addressing the Cooperates with resource Communicates regularly with with colleagues, support staff, collaborates with resource
needs of English personnel, para-educators, resource personnel, and families to ensure personnel, para-educators,
learners and student Attends required and families during meetings para-educators, and families to consistent instruction. Supports families, leadership, and
with special needs to meeting with resource and activities in support of ensure that student services are families in positive engagement students in creating a
personnel and families. learning plans and goals. provided and progress is made with school. 4/9/2023 coordinated program to
provide equitable
in accessing appropriate optimize success of the full
access to the content Initiates and monitors referral
content. range of students with
processes and follow-up
Refers students as needed in a meeting to ensure that students special needs.
timely and appropriate manner receive support and/or Takes leadership at the
Seeks additional information supported with documented extended learning that is site/district and collaborates
on struggling learners and data over time, including integrated into the core with resource personnel to
Learns about referral advanced learners to interventions tried previous to curriculum. 4/9/2023 ensure the smooth and
processes for students determine appropriateness for referral. effective implementations of
with special needs. referral.
referral processes.
Teacher tries to incorporate
scaffolds and supports into
all teaching that will help
students with special needs
to access content and learn
at same rate as students who
don’t require the
accommodations. Teacher
tries to ensure adequate
support, but may be
untimely at times 4/9/2023
Teacher regularly
communicates with support
staff to problem-solve and
address student need as
thoroughly as possible, but
could extend more to
families 4/9/2023

Interventions usually occur

early on in process and/or
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

repeatedly depending on
need. Teacher has built
strong rapport with special
needs moderator and
para-professional.
Documentation by teacher
rather than support staff
could be more thorough
4/9/2023