CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive knowledge of
knowledge of subject subject matter and explains the relationship inter-relationships of subject matter concepts, current
3.1 Demonstrating matter, related academic language to between essential concepts, academic issues, academic language, and
knowledge of academic language, identify connections subject matter concepts, content standards, and research to make relevant
subject matter and academic content between academic academic language, and academic language in connections to standards during
academic content standards. content standards and academic content ways that ensure clear instruction and extend student
standards instruction. standards.9/12/22 connections and learning. 4/30/24
relevance to
students.5/1/23 9/30/23
I figure out what the I make sure to understand I led a committee this year to
learning goal is for each the learning goals for the build currioculum maos for our
lesson, and make sure to whole school day before school. We looked unto the
teach to that learning school starts. Then I can standards and factored in the
goal.9/12/22 connect everything culturea at our school. I gained a
together throughout my deep undertsanding for hwat
lessons5/1/23 needs to be taight and when for
each grade. 4/30/24
I follow this curriculum
map I have made so I stay
on track for the main
goals for each month.
I write my daily objectives
based on the monthly
goal. 9/30/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
of student stages of student development response to knowledge range of students knowledge of students to guide
development while and implements learning of student development development into all students to develop
becoming aware of activities in single and proficiencies to instructional decisions to proficiencies, understand subject
differences in lessons or sequence of meet students’ diverse ensure student matter including related
students’ lessons that addresses learning needs. Ensures understanding of the academic language.
understanding of students’ proficiencies understanding of subject subject matter including
subject matter. and support matter including related related academic Engages student at all levels of
understanding of subject academic language. vocabulary, academic language,
3.2 Applying Teaches subject- matter including related language.9/12/22 and proficiencies in self-directed
knowledge of specific vocabulary academic language. Provides explicit teaching goal setting, monitoring, and
student following curriculum Provides explicit of specific academic improvement. Guides all
development and guidelines. Provides explicit teaching of essential language, text structures, students in using analysis
proficiencies to teaching of essential vocabulary, idioms, key grammatical, and stylistic strategies that provides
ensure student content vocabulary and words with multiple language features to equitable access and deep
understanding of associated academic meanings, and academic ensure equitable access to understanding of subject matter.
subject matter language in single language in ways that subject matter 9/30/234/30/24
lessons or sequence of engage students in understanding for the
lessons. Explains accessing subject matter range of student language
academic language, text or learning levels and
formats, and vocabulary activities. abilities5/1/23.9/12/22
to support student
access to subject matter
when confusions are
identified.

I have a preassessment I start with vocabulary I have pre-assessments, informal

for each student within and necessary assessments during the lessons
the first two weeks of information before and post assessments. I take the
school. Then I also have starting a new data from all of these and use it
the students take the I- chapter/unit. I also do to inform my small groups for
ready diagnostic to gain grammar lessons the following week. I also send
more understanding of daily.9/12/225/1/23 home data results to parents
their previous when possible. 9/30/23
knowledge. I have pre-assessments, I have many assessments and
informal assessments kead data talks with my grade
After each formal during the lessons and level team. We use this to change
assessment, I plan time post assessments. I take our small groups and see who
to reteach anything that the data from all of these needs more help or needs
the majority of students and use it to inform my extension activites for certain
did not do as well on. I small groups for the subjects. 4/30/24
will give small group following week.5/1/23,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

instruction for those
topics if only a small
portion of students did
not pass. 9/12/22

Follows organization Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge of
of curriculum as of curriculum and curriculum and student curriculum and resources curriculum and related resources
provided by site and considers adjustments in readiness to organize to organize and adjust to flexibly and effectively
3.3 Organizing district to support single lessons or and adjust the instruction within and organize and adjust instruction.
curriculum to student sequence of lessons to curriculum to ensure across subject matter to 4/30/24
facilitate student understanding of the support understanding student extend student
understanding of subject matter. of subject matter. understanding.9/12/22 understanding.5/1/23
the subject matter 9/30/23 Ensures student comprehension
and facilitates student
articulation about what they do
and do not understand.9/30/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have the student self- I will assess my students I use a variety of informal and
assess, as well as doing grasp of a concept from formal assessments to determine
informal assessments as using the curriculum. the students' knowledge on a
they are working to Then I will supplement concept before, during, and after
adjust my lesson mid with worksheets and teaching something. I then go
lesson. activities if I feel they back and make sure to reteach to
need more any students during small group
I will reteach anything practice.5/1/23 time. 9/30/234/30/24
necessary after I
evaluate the formal
assessments.

I try to integrate as
many subjects into each
lesson as possible. I will
be teaching about the
life cycle and have
student writing during
it.9/12/22
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive repertoire of
strategies that are additional instructional variety of instructional strategies appropriate to instructional strategies to
provided in the strategies in single strategies to ensure subject matter to meet develop enthusiasm, meta-
curriculum. lessons or sequence of student understanding students’ diverse learning, cognitive abilities, and support
3.4 Utilizing
lessons to increase of academic language to ensure student and challenge the full range of
instructional
student understanding appropriate to subject understanding of student towards a deep
strategies that are
of academic language matter and that academic language, and knowledge of subject matter.
appropriate to the
appropriate to subject addresses students’ guide student in 4/30/24
subject matter
matter.9/12/22 diverse learning understanding
needs.5/1/23 connections within and
across subject
matter.9/30/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I usually try teaching I have learned to adapt I adjust my lessons based When planning lessons I add in
something one way and my lessons during the what I see in the data scaffolds and differenciate for my
assessing how the lesson. This way if from any pretest I did. I studnets. I also add extension
students are grasping something is not also make a point to really activites for the studnets who
the concept. then I will working I can change get to know my students finsh early or need to be
change what I am doing what I am doing much so I can group them to challenged.
if it is not working for sooner. 5/1/23 best meet their needs. I
every student. use this article: Diverse
Learning to give me ideas
I always check for as to how to best meet the
understanding by needs of my students.
walking around and This connects to ISTE
looking at their work, 2.1c. I am always
and student self- researching new ways to
assessments (2 fingers support my
for understand, 1 finger students.9/30/23
for maybe
understanding the topic,
and no fingers for not
understanding.)9/12/22
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in identifying
instructional instructional materials, utilizes appropriate adapted resources, and adapting resources,
materials, resources, resources, and instructional materials, technologies, and technologies, and standards-
and technologies for technologies to make resources, and instructional materials to aligned instructional materials to
3.5 Using and
specific lessons to subject matter accessible technologies for concept meet identified student extend student understanding
adapting
make subject matter to students. and skill development in needs and make subject and critical thinking about
resources,
accessible to subject matter. matter accessible to subject matter.
technologies, and
students. Explores how to make Resources reflect the students.9/12/225/1/23
standards-aligned
technological resources diversity of the Ensures that student are able to
instructional
Identifies available to all students. classroom and support Assists student with obtain equitable access to a wide
materials
technological differentiated learning equitable access to range of technologies through
including adopted
resource needs. of subject matter. materials, resources, and ongoing links to outside
materials, to make
technologies. Seeks resources and
subject matter
Guides students to use outside resources and support.9/30/235/1/234/30/24
accessible to all
available print, support.9/12/22
students
electronic, and online
subject matter resources
based on individual
needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have manipulatives for
every math lesson that
requires one. I also have
multiple manipulatives to
help my students who are
lower in ELA.
I also have many
supplemental worksheets
and activities for most
lessons.
I play educational videos
as brain breaks about
what we are learning that
day. An example is that if
we are learning about
nouns, I will find a short
Jack Hartman video about
nouns.9/12/22
My students and their parents
know that if they need anything I
will find a resource for them, or
some way to help them.5/1/23
I make sure my students are able
to use their Chromebook
independently by the end of the
school year. I teach them how to
log onto every website we use in
kindergarten. I also teach them
how to find other such as EPIC
and Prodigy.
This connects to ISTE 2.4b. Since
they are in Kindergarten, I have
the job of helping them learn
independence on their
Chromebook. This will look like
me teaching them how to fix
some common problems such as
them zooming in too far, or
closing out the page they were
working on.9/30/23

I teach them how to log onto

every website we use in
kindergarten. I also teach them
how to find other such as EPIC
and Prodigy.

Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress in
3.6 Addressing the English language elements of culture and learner strengths in the development, English English language development and
needs of English proficiencies based on language proficiencies in study of language and learners’ strengths and in meeting content standards.
learners and available assessment listening, speaking, reading, content. Differentiates assessed needs into English Supports students to establish and
student with data. and writing. Uses multiple instruction using one or language and content monitor language and content goals.
special needs to measures for assessing more components of instruction.9/12/22
provide equitable English learners’ English language
access to the performance to identify development to support Is resourceful and flexible in the
gaps in English language English learners. design, adjustment, and elimination
content
development. Develops and adapts of scaffolds based on English
instruction to provide a wide
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Provides adapted Attempts to scaffold Creates and implements
materials to help content using visuals, scaffolds to support
English learners access models, and graphic standards-based
content. organizers. instruction using literacy
strategies, SDAIE, and
content level English
language development in
order for students to
improve language
proficiencies and
understand content.
range of scaffolded support learners’ proficiencies, knowledge,
for language and content for and skills in the content. 4/30/24
the range of English
learners.9/12/22
5/1/23
9/30/23
I use the integrated model I have 30 minutes of dedicated
every day in every lesson ELD time each day. During this
for providing ELD. I then we discuss how to move to
use direct instruction for another class to move higher in
ELD during small group the ELD classes.
times.9/12/22

I use the integrated model

every day in every lesson
for providing ELD. I then
use direct instruction for
ELD during small group
times. 9/30/23

Has an awareness of the Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full range of
full range of students information on the full full range of students adaptations, and extensions student with special needs to
3.6 Addressing the identified with special range of students identified identified with special to instruction for the full actively engage in the assessment
needs of English needs through data with special needs to needs to assess strengths range of students with and monitor their own strengths,
learners and provided by the school. address challenges or and competencies to special needs to ensure learning needs, and achievement in
student with supports in single lessons provide appropriate adequate support and accessing content.
special needs to or sequence of lessons. challenge and challenge.
provide equitable accommodations in Communicates and collaborates with
access to the instruction. Communicates and resource personnel, para-educators,
Attends required Cooperates with resource collaborates with colleagues, families, leadership, and students in
content
meeting with resource personnel, para-educators, Communicates regularly support staff, and families to creating a coordinated program to
personnel and families. and families during with resource personnel, ensure consistent
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

meetings and activities in para-educators, and
support of learning plans families to ensure that
and goals. student services are
provided and progress is
made in accessing
appropriate content.
Learns about referral
processes for students Seeks additional Refers students as needed
with special needs. information on struggling in a timely and appropriate
learners and advanced manner supported with
learners to determine documented data over
appropriateness for time, including
referral. interventions tried
previous to referral.
instruction. Supports
families in positive
engagement with
school.5/1/23
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.
9/30/239/12/22
As of right now I have no
students who receive any
accommodations in my
class. Since they are all
new to school, we are
working on identifying
those who will need
accommodations.
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. 4/30/24
I have studnets who have IEPs
and 504s in my class. My class is
also 50% English Learners. Our
school is 30% English Learners.
We have 30 minutes if direct ELD
instruction each day and use an
integrated model for the rest of
the day.

I have a few students I am

monitoring and collecting
data for.9/12/22

I have two students with

accommodations. One of
them is for poor eyesight
so I make sure he has a
front row seat and
everything is typed big
enough for him to see it.
If it is not, I will sit and
make sure he is
successful.5/1/23

I have students who need

to sit in certain spots, or
be told directions for an
assignment multiple
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

times. I have a student
this year with an IEP for
Diabetes. I have done
some research as to how
to best help this student
navigate their new
diagnosis. I refer to this
website when I am unsure
as to what to do: Diabetes
Facts 9/30/23