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 during instruction and
students.7.16.23 extend student learning.

I work hard to link my

lessons to state content
standards. I use academic
language that is easy to
understand yet
challenges students to
grow. I connect student
interest to lesson content
through the use of
student
interviews.7.16.23
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
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.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students’ knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic
matter including related related academic language.7.16.23
academic language. language.
Engages student at all
Provides explicit teaching Provides explicit teaching levels of vocabulary,
of essential vocabulary, of specific academic academic language, and
idioms, key words with language, text structures, proficiencies in self-
multiple meanings, and grammatical, and stylistic directed goal setting,
academic language in language features to monitoring, and
ways that engage ensure equitable access improvement. Guides all
students in accessing to subject matter students in using analysis
subject matter text or understanding for the strategies that provides
learning activities. range of student language equitable access and deep
levels and abilities. understanding of subject
matter.7.16.23
I thrive on having a
comprehensive
understanding of every
one of my students. This
allows me to connect,
build trust, and
communicate with my
students in a manner that
will allow them to take
risks and meet the
challenges of their school
day.
I use academic language
fitting to all ability levels,
and meet with students
individually to ensure
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

they understand what is
being asked of
them.7.16.23
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.
facilitate student matter. understanding.7.16.23
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I have a full
understanding of all
curriculum in my
classroom. I tailor my
instruction using
curriculum that fits
student needs. When I do
not have the materials
necessary to meet a
student needs, I look to
my Principal or
colleagues to help me
locate materials that will
work effectively.7.16.23

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject
matter.7.16.23
I use many instructional
strategies to meet all
student needs. Small
group Direct Instruction,
one-on-one Direct
Instruction, modeling,
partner-pair-share, and
others strategies to
activate student interest
and
understanding.7.16.23

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and
Explores how to make reflect the diversity of the students.7.16.23 critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. 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.7.16.23 ongoing links to outside
resources based on resources and support.
individual needs.
I use assistive technology
(Read & Write) to help
many of my students with
writing assignments and
reading. Our OT
providers assist with
writing tools to help
students get their
thoughts on paper. Our
behavioral specialists and
school counselors assist
when necessary.7.16.23
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 Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
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
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction.7.16.23 monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners.7.16.23 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Our site uses the Home
Language Survey as a tool
for language
development. Although
many students are
English only, I have
several English Language
Learners on my caseload.
I work closely with our
E.L. Coordinator to
ensure I deliver language
instruction
appropriately.7.16.23
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.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English 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.
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.
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.
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge.7.16.23 achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with coordinated program to
school.7.16.23 optimize success of the full
range of students with
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.7.16.23 referral processes.
I implement all IEP and
SST accommodations and
modifications as
necessary. I monitor
students for progress,
and refer students for
further evaluation when
they are not making
adequate progress. I
schedule and attend IEP
team meetings and SST
meetings with Admin and
parents to make a plan
for improvement or to
move forward with more
assessments.7.16.23