CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational knowledge of subject Examines concepts in subject matter and Understands and explains the relationship Uses broad knowledge of inter-relationships Uses extensive knowledge of subject matter

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

11/2/23 4/15/24

Teacher adjusts content, language, content

standards and academic language

accordingly to ensure relevance and

retention of each individual grade level

taught (TK-5th). Teacher provides

interdisciplinary connections for further

relevance and retention of content.7/15/23

11/2/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of student stages of Expands knowledge of student development Adapts instruction in response to knowledge Integrates knowledge of range of students Utilizes comprehensive knowledge of

development while becoming aware of and implements learning activities in single of student development and proficiencies to development into instructional decisions to students to guide all students to develop

differences in students’ understanding of lessons or sequence of lessons that meet students’ diverse learning needs. ensure student understanding of the subject proficiencies, understand subject matter

subject matter. addresses students’ proficiencies and Ensures understanding of subject matter matter including related academic language. including related academic language.

Teaches subject-specific vocabulary support understanding of subject matter including related academic language. 7/15/23 4/15/24

following curriculum guidelines. including related academic language. Provides explicit teaching of essential 11/2/23 Engages student at all levels of vocabulary,

Provides explicit teaching of essential vocabulary, idioms, key words with multiple Provides explicit teaching of specific academic language, and proficiencies in self-

content vocabulary and associated academic meanings, and academic language in ways academic language, text structures, directed goal setting, monitoring, and

language in single lessons or sequence of that engage students in accessing subject grammatical, and stylistic language features improvement. Guides all students in using

lessons. Explains academic language, matter text or learning activities. to ensure equitable access to subject matter analysis strategies that provides equitable

3.2 Applying knowledge of student formats, and vocabulary to support student understanding for the range of student access and deep understanding of subject

development and proficiencies to access to subject matter when confusions language levels and abilities. 7/15/23 matter.

ensure student understanding of are identified. 11/2/23

subject matter 4/15/24

Teacher has deep understanding of Teacher uses comprehensive understand of

development across all grade levels taught all students and their backgrounds in order

and adjusts instruction according to to develop proficiencies and better

students’ individual developmental levels. understand subject matter as it relates to

7/15/23 physical education. 4/15/24

11/2/23

Teacher implements important vocabulary

ahead of lesson to ensure understanding of

content when taught and uses writing

prompts to evaluate retention and

reading/writing levels of students. Teacher

also works closely with SPED teacher and

classroom teacher to evaluate such. 7/15/23

11/2/23

4/15/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Follows organization of curriculum as Examines organization of curriculum and Uses knowledge of curriculum and student Integrates knowledge of curriculum and Uses extensive knowledge of curriculum and

provided by site and district to support considers adjustments in single lessons or readiness to organize and adjust the resources to organize and adjust instruction related resources to flexibly and effectively

student understanding of the subject matter. sequence of lessons to support curriculum to ensure student within and across subject matter to extend organize and adjust instruction.4/15/24

understanding of subject matter. understanding.7/15/23 student understanding.11/2/23 Ensures student comprehension and

3.3 Organizing curriculum to facilitates student articulation about what

facilitate student understanding of they do and do not understand.

the subject matter

Teacher uses knowledge of content Teacher looks at each grade level’s lesson Teacher plans for cross-curricular

standards for each level as well as plans for the week before planning connections and is extremely flexible and is

developmental levels of each grade level/ instruction to plan for cross curricular able to pivot and try new strategies in real-

student to ensure student understanding. connections. 11/2/23 time. 4/15/24

Teacher adjusts instruction and re-teaches

as needed based on evaluation of student

performance. 7/15/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses instructional strategies that are Gathers and uses additional instructional Selects and adapts a variety of instructional Integrates instructional strategies Uses an extensive repertoire of instructional

provided in the curriculum. strategies in single lessons or sequence of strategies to ensure student understanding appropriate to subject matter to meet strategies to develop enthusiasm, meta-

lessons to increase student understanding of of academic language appropriate to subject students’ diverse learning, to ensure student cognitive abilities, and support and

academic language appropriate to subject matter and that addresses students’ diverse understanding of academic language, and challenge the full range of student towards a
3.4 Utilizing instructional strategies
matter. learning needs. 7/15/23 guide student in understanding connections deep knowledge of subject matter.
that are appropriate to the subject
within and across subject matter.11/2/23
matter
4/15/24

Teacher selects multiple instructional Teacher sends home study guides ahead of

strategies prior to teaching of new material. time so students that need extra time to

Teacher reviews all IEP’s and 504’s prior to study or need to review content before

teaching of content to ensure equal engaging in class, may do so. Teacher also

opportunities for learning among all plans for cross-curricular and real-life

students. 7/15/23 connections within every lesson. 11/2/23

4/15/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available instructional materials, Explores additional instructional materials, Selects, adapts, and utilizes appropriate Integrates a wide range of adapted Engages students in identifying and adapting

resources, and technologies for specific resources, and technologies to make subject instructional materials, resources, and resources, technologies, and instructional resources, technologies, and standards-

lessons to make subject matter accessible to matter accessible to students. technologies for concept and skill materials to meet identified student needs aligned instructional materials to extend

students. Explores how to make technological development in subject matter. Resources and make subject matter accessible to student understanding and critical thinking
3.5 Using and adapting resources,
Identifies technological resource needs. resources available to all students. reflect the diversity of the classroom and students.7/15/23 about subject matter.
technologies, and standards-aligned
support differentiated learning of subject 11/2/23 Ensures that student are able to obtain
instructional materials including
matter. 4/15/24 equitable access to a wide range of
adopted materials, to make subject
Guides students to use available print, Assists student with equitable access to technologies through ongoing links to
matter accessible to all students
electronic, and online subject matter materials, resources, and technologies. Seeks outside resources and support.

resources based on individual needs. outside resources and support.7/15/23

11/2/23

4/15/24

Teacher integrates a wide range of resources

and instructional materials but should

integrate more technology. Teacher assists

students with access to materials and

resources and adjusts when necessary.

7/15/23

11/2/23

4/15/24

Teacher seeks outside support from SPED

team, APE teacher, school counselor, parents

and classroom teacher when needed.

7/15/23

11/2/23

4/15/24

Is aware of students’ primary language and Seeks additional information describing elements Identifies language proficiencies and English Integrates knowledge of English language Engages English learners in assessment of their

English language proficiencies based on available of culture and language proficiencies in listening, learner strengths in the study of language and development, English learners’ strengths and progress in English language development and in

assessment data. speaking, reading, and writing. Uses multiple content. Differentiates instruction using one or assessed needs into English language and content meeting content standards. Supports students to

3.6 Addressing the needs of English Provides adapted materials to help English measures for assessing English learners’ more components of English language instruction. establish and monitor language and content goals.

learners access content. performance to identify gaps in English language development to support English learners. 11/2/23 Is resourceful and flexible in the design,
learners and student with special
development. 7/15/23 4/15/24 adjustment, and elimination of scaffolds based on
needs to provide equitable access to
Attempts to scaffold content using visuals, Creates and implements scaffolds to support Develops and adapts instruction to provide a wide English learners’ proficiencies, knowledge, and
the content
models, and graphic organizers.7/15/23 standards-based instruction using literacy range of scaffolded support for language and skills in the content.

strategies, SDAIE, and content level English content for the range of English learners. 4/15/24

language development in order for students to

CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
improve language proficiencies and understand

content. 11/2/23

Teacher scaffolds content by using visuals, Teacher supports English learners by use of Teacher works with ELA coordinator to

manipulatives, and modeling as well as manipulatives, modeling, graphic organizers assess data and plan for best practice on a

checking for understanding. Teacher should and checking for understanding in order to case- by- case basis. 11/2/23

implement literacy strategies to further support English Language Learners. 4/15/24

support English learners. 7/15/23 7/15/23 Teacher has worked closely with ELA leads

Teacher works with ELA coordinator to to adapt instruction to further support for

assess data and plan for best practice. language and content EL’s. 4/15/24

Student implements literacy strategies and

content level English language development

to improve students comprehension and

retention 11/2/23

Has an awareness of the full range of students Seeks additional information on the full range of Utilizes information on the full range of students Integrates accommodations, adaptations, and Guides and support the full range of student with

identified with special needs through data students identified with special needs to address identified with special needs to assess strengths extensions to instruction for the full range of special needs to actively engage in the assessment

provided by the school. challenges or supports in single lessons or and competencies to provide appropriate students with special needs to ensure adequate and monitor their own strengths, learning needs,

Attends required meeting with resource sequence of lessons. challenge and accommodations in instruction. support and challenge. 7/15/23 and achievement in accessing content.

personnel and families. Cooperates with resource personnel, para- Communicates regularly with resource personnel, 11/2/23 4/15/24

Learns about referral processes for students with educators, and families during meetings and para-educators, and families to ensure that Communicates and collaborates with colleagues, Communicates and collaborates with resource
3.6 Addressing the needs of English special needs. activities in support of learning plans and goals. student services are provided and progress is personnel, para-educators, families, leadership,
support staff, and families to ensure consistent
learners and student with special Seeks additional information on struggling made in accessing appropriate content. instruction. Supports families in positive and students in creating a coordinated program to

needs to provide equitable access to learners and advanced learners to determine Refers students as needed in a timely and engagement with school. optimize success of the full range of students with

the content appropriateness for referral. appropriate manner supported with documented Initiates and monitors referral processes and special needs. 7/15/23

data over time, including interventions tried follow-up meeting to ensure that students receive 11/2/23

previous to referral. support and/or extended learning that is 4/15/24

integrated into the core curriculum. 7/15/23 Takes leadership at the site/district and

11/2/23 collaborates with resource personnel to ensure

the smooth and effective implementations of

referral processes. 4/15/24

CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Teacher works closely with SPED team as Teacher is able to support the full range of

well as APE teacher to ensure proper and students needs by working closely with APE

extensive accommodations for students with and SPED team. Teacher is able to ensure all

special needs. Teacher checks in with students are actively engaged in assessment

multiple resources including SPED team, and activity throughout the duration of the

APE teacher, and OT and PT to ensure year by making accomodations and working

adequate level of difficulty and closely with para-professionals in her

accommodations for students with special class.4/15/24

needs. 7/15/23 Teacher collaborates with APE teacher, OT,

11/2/23 PT, SPED team, school counselor, classroom

Teacher closely monitors students for teacher and families and attends IEP

referral to APE and attends IEP meetings in meetings to ensure success for all students

order to stay knowledgeable and extend with special needs. 7/15/23

learning. 7/15/23 11/2/23

11/2/23 4/15/24

Teacher has taken charge of referral of

students for APE at the elementary and

middle school level. 4/15/24