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 concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and language, and research to
knowledge of subject
content standards. between academic language, and academic academic language in make relevant connections
matter academic
content standards and content standards. ways that ensure clear to standards during
content standards
instruction. 7/15/23 connections and instruction and extend
relevance to students. student learning.

Through mini lessons for

reading/writing
workshop, I always
connect the subject
matter to what my
students will relate. This
promotes engagement. In
math, I try to Iind real-
world connections to
lessons and make them
reachable and interesting
to my students. Using
humor, playful
Evidence conversations, mistakes,
and cross-content
connections (collecting
data in math related to
our science unit, writing
journal entries about our
social studies concepts,
etc). 7/15/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development response to knowledge of range of students knowledge of students to
development while and implements student development and development into guide all students to
becoming aware of learning activities in proIiciencies to meet instructional decisions to develop proIiciencies,
differences in students’ single lessons or students’ diverse learning ensure student understand subject matter
understanding of subject sequence of lessons that needs. Ensures understanding of the including related academic
matter. addresses students’ understanding of subject subject matter including language.
proIiciencies and matter including related related academic
Teaches subject-speciIic support understanding academic language. language. Engages student at all
vocabulary following of subject matter 7/15/23 levels of vocabulary,
3.2 Applying curriculum guidelines. including related Provides explicit teaching academic language, and
knowledge of student academic language. Provides explicit teaching of speciIic academic proIiciencies in self-
development and of essential vocabulary, language, text structures, directed goal setting,
proIiciencies to Provides explicit idioms, key words with grammatical, and stylistic monitoring, and
ensure student teaching of essential multiple meanings, and language features to improvement. Guides all
understanding of content vocabulary and academic language in ensure equitable access to students in using analysis
subject matter associated academic ways that engage students subject matter strategies that provides
language in single in accessing subject understanding for the equitable access and deep
lessons or sequence of matter text or learning range of student language understanding of subject
lessons. Explains activities levels and abilities. matter.
academic language, 7/15/23.
formats, and vocabulary
to support student
access to subject matter
when confusions are
identiIied.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Assessment is only a piece
of evidence when
collecting data about a
student’s understanding
of subject matter. In one
on one check-ins and
small groups, I’m able to
see more closely what
speciIically each student
needs more help with. If a
student is doing well on
the assessments, it could
Evidence mean they are struggling
to understand the
concepts but performing
well with hard work and
strategy implementation.
However, it could also be a
sign that my student(s)
need to be challenged and
therefore I will create
extension activity
opportunities for them.
7/15/23

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to considers adjustments readiness to organize and to organize and adjust resources to Ilexibly and
support student in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
subject matter. support understanding understanding. 7/15/23 extend student
facilitate student
of subject matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
This element goes back to
being Ilexible and
allowing myself to move
back or forward
depending on the needs of
my students. This also
comes with experience
and comfort with the
curriculum and I’m
looking forward to honing
my concept
Evidence understanding to be able
to organize what I need to
teach next with more
ease. Because we are
starting new reading,
writing, and science
curriculum this year, I’m a
little worried about this.
7/15/23

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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-
instructional lessons to increase academic language to ensure student cognitive abilities, and
strategies that are student understanding appropriate to subject understanding of support and challenge the
appropriate to the of academic language matter and that addresses academic language, and full range of student
subject matter appropriate to subject students’ diverse learning guide student in towards a deep knowledge
matter. needs. 7/15/23 understanding of subject matter.
connections within and
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
I make sure materials,
resources, and strategies
are accessible to my
students. I teach, model,
scaffold, make anchor
charts with my students,
and use a variety of
instructional strategies
that are appropriate to
the speciIic subject.
7/15/23

Evidence
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for speciIic technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter technologies for concept meet identiIied student instructional materials to
adapting resources,
matter accessible to accessible to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and critical
standards-aligned
Explores how to make reIlect the diversity of the students. thinking about subject
instructional
IdentiIies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. 7/15/23 equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 7/15/23

From my classroom
library, to resources
posted on google
classroom, and brought
into our physical
classroom, I try my best to
curate a resource library
that’s perfect for their age
and level. I use
manipulatives, textbooks,
Evidence tools, art supplies, and
videos to engage and offer
multiple perspectives to
topics. 7/15/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ primary Seeks additional IdentiIies language Integrates knowledge of Engages English learners in
language and English information describing proIiciencies and English English language assessment of their progress
language proIiciencies based elements of culture and learner strengths in the development, English in English language
on available assessment data. language proIiciencies in study of language and learners’ strengths and development and in meeting
listening, speaking, content. Differentiates assessed needs into English content standards. Supports
reading, and writing. Uses instruction using one or language and content students to establish and
multiple measures for more components of English instruction. monitor language and content
assessing English learners’ language development to goals.
3.6 Addressing the performance to identify support English learners.
needs of English Provides adapted materials gaps in English language 7/15/23
learners and student to help English learners development. Develops and adapts Is resourceful and Ilexible in
with special needs to access content. Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable Attempts to scaffold scaffolds to support range of scaffolded support elimination of scaffolds based
access to the content content using visuals, standards-based instruction for language and content for on English learners’
models, and graphic using literacy strategies, the range of English learners. proIiciencies, knowledge, and
organizers. SDAIE, and content level skills in the content.
English language
development in order for
students to improve
language proIiciencies and
understand content.
7/15/23

I work very closely with

our SPED team to provide
students with the
resources they need to
make learning equitable. I
utilize a UDL approach to
planning and instruction
so that my daily
instruction meets the
needs of all learners in my
Evidence
room. I do what I can to
use my classroom aides,
and sped support team to
decipher what my
students need to succeed.
7/15/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full
range of students identiIied information on the full full range of students adaptations, and extensions range of student with special
with special needs through range of students identiIied with special needs to instruction for the full needs to actively engage in
data provided by the school. identiIied with special to assess strengths and range of students with the assessment and monitor
needs to address competencies to provide special needs to ensure their own strengths, learning
challenges or supports in appropriate challenge and adequate support and needs, and achievement in
single lessons or sequence accommodations in challenge. accessing content.
of lessons. instruction. 7/15/23
Attends required meeting Communicates and Communicates and
with resource personnel and Communicates regularly collaborates with colleagues, collaborates with resource
3.6 Addressing the families. Cooperates with resource with resource personnel, support staff, and families to personnel, para-educators,
needs of English personnel, para-educators, para-educators, and families ensure consistent families, leadership, and
learners and student and families during to ensure that student instruction. Supports students in creating a
with special needs to meetings and activities in services are provided and families in positive coordinated program to
provide equitable support of learning plans progress is made in engagement with school. optimize success of the full
access to the content and goals. accessing appropriate range of students with special
content. 7/15/23 Initiates and monitors needs.
Learns about referral referral processes and
processes for students with Refers students as needed in follow-up meeting to ensure Takes leadership at the site/
special needs. a timely and appropriate that students receive support district and collaborates with
Seeks additional manner supported with and/or extended learning resource personnel to ensure
information on struggling documented data over time, that is integrated into the the smooth and effective
learners and advanced including interventions tried core curriculum. implementations of referral
learners to determine previous to referral. 7/15/23 processes.
appropriateness for
referral.

I work very closely with

our SPED team to provide
students with the
resources they need to
make learning equitable. I
recently created a
modiIied PBL for SPED
students in order to meet
Evidence them where they were
and help them with the
goal of approaching
standards. I do what I can
to use my classroom
aides, and sped support
team to decipher what my
students need to succeed
in 3rd grade. 7/15/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning