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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. connections and connections to standards
content standards
relevance to students. during instruction and
7/13/23 extend student learning.
11/26/23
4/28/24
During lessons, the As I plan my lessons, I am
students learn about able to look at the specific
important vocabulary for content I am teaching and
the topic at hand. I teach make sure I prepare them
them how to use the for what they will learn in
vocabulary and how to the future. Math
use mathematical constantly builds on
language while solving itself, and I understand as
problems and a middle school math
communicating with one teacher that it is
another about the important to help my
problems. I connect the students build a strong
concepts to the foundation to prepare
vocabulary words and to them for their future
previous concepts we math experiences.
Evidence have gone over. 7/13/23 11/26/23 4/28/24
I emphasize the
importance of the math
vocabulary with my
students. 11/26/23
4/28/24.
I continue to explore
different technology
platforms with my
students to better
support their
understanding of the
material. 11/26/23
4/28/24
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.
Evidence
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 language.
matter including related related academic
academic language. language. 7/13/23 Engages student at all
11/26/23 4/28/24 levels of vocabulary,
Provides explicit teaching academic language, and
of essential vocabulary, Provides explicit teaching proficiencies in self-
idioms, key words with of specific academic directed goal setting,
multiple meanings, and language, text structures, monitoring, and
academic language in grammatical, and stylistic improvement. Guides all
ways that engage language features to students in using analysis
students in accessing ensure equitable access to strategies that provides
subject matter text or subject matter equitable access and deep
learning activities. understanding for the understanding of subject
range of student language matter.
levels and abilities.
7/13/23
11/26/23
4/28/24
I focus on the students’
development with
concepts to ensure
student understanding of
subject matter and
mathematical language. I
also assess the students’
development from
previous years, identify
trends, and change my
teaching accordingly.
7/13/23
11/26/23
4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I explicitly introduce new
vocabulary to the
students, and they take
note of them using their
guided notes. I focus on
the importance of using
specific vocabulary and I
teach the students how to
speak using it by
modeling and explicitly
teaching it. 7/13/23
11/26/23
4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 7/13/23 extend student instruction.
facilitate student matter. understanding.
understanding of the 11/26/23 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/28/24
Since I am consistently I successfully integrate I researched IXL very
checking for students’ technology into my lesson thoroughly to figure out
understanding through plans my making sure the how I can best use it with
informal and formal applications are routine, my students. I adjusted
assessments, I look out transparent, engaging, IXL assignments based on
for the students’ and helps students build a my students’
readiness to move on or deeper understanding of understanding by
to take a few steps back the content. For example, shortening assignments. I
and review topics where I use game-based learning planned to use IXL when
expectations were not and assessment it was most beneficial for
met. Sometimes, topics applications such as student learning. I would
need to be re-taught in a Kahoot, Gimkit, and look through the results
Evidence different way than before Quizizz. 11/26/23 of the students to see how
to give the students more long they spent on a
opportunity to particular topic, how
understand. 7/13/23 many problems they
solved, and how many
they solved correctly. I
would have a
conversation with
students who were taking
a long time on
assignments to assist
them with their
understanding. 4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
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,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that addresses academic language, and challenge the full range of
appropriate to the
appropriate to subject students’ diverse learning guide student in student towards a deep
subject matter
matter. needs. 7/13/23 understanding knowledge of subject
connections within and matter.
across subject matter. 4/28/24
11/26/23
I use different I use Google Slides with I use multiple online
instructional strategies, my students to allow resources to get students
such as visual them to collaborate with enthusiastic with their
representations, verbal one another on a learning. Specifically, one
communication, hands-on project/assignment and technology platform that I
activities, and group to be able to present their use, IXL, allows students
work, to ensure student learning in an effective to be challenged by
understanding. I also way. 11/26/23 earning higher scores on
introduce multiple the assignments, and
solution methods to give I use the website IXL.com, offers support by giving
students the chance to which allows students to great explanations for
choose what works best practice the math students to read to help
for them. 7/13/23 concepts, while giving me them understand
the opportunity to check concepts better. 4/28/24
Evidence their work on my end
instantly. It also gives
students automatic
feedback on their
progress. 11/26/23

I present lessons in a
clear way by using my
iPad. I use different colors
and highlighting tools to
emphasize important
information and to keep
the work organized and
easy to read. 11/26/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
lessons to make subject subject matter accessible technologies for concept
3.5 Using and
matter accessible to to students. and skill development in
adapting resources,
students. subject matter. Resources
technologies, and
Explores how to make reflect the diversity of the
standards-aligned
Identifies technological technological resources classroom and support
instructional
resource needs. available to all students. differentiated learning of
materials including
subject matter. 7/13/23
adopted materials, to
11/26/23
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs. 7/13/23
11/26/23
When introducing new
topics, I make sure that
students are given
thorough notes and
resources in order to set
them up for success. The
students are given
opportunities through
activities and assignments
to strengthen their
understanding on the
Evidence topic, ask for help from
me, and ask for help from
their peers. 7/13/23
11/26/23
I explicitly show students
how to use their guided
notes, textbooks, and
online resources as a tool
to help them meet their
individual needs. 7/13/23
11/26/23
Integrating Innovating
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. 4/28/24 critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 4/28/24 ongoing links to outside
resources and support.
I integrade many
technology and
instructional materials
into my lesson plans. For
example, I use IXL,
quizlet, kahoot, quizlet,
desmos, and more. I also
give my students graphic
organizer notes to fill in
every day and to use as a
resource while working
on their assignments.
4/28/24
All students are given
access to chromebooks to
use for their online
assignments. When their
chromebooks are broken,
they are given temporary
replacements to allow
them to continue to get
their work done. 4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
learners’ performance to development to support content goals.
identify gaps in English English learners. 7/13/23
3.6 Addressing the
language development. 11/26/23 4/28/24 Develops and adapts
needs of English
Provides adapted instruction to provide a Is resourceful and flexible
learners and student
materials to help English Attempts to scaffold Creates and implements wide range of scaffolded in the design, adjustment,
with special needs to
learners access content. content using visuals, scaffolds to support support for language and and elimination of
provide equitable
models, and graphic standards-based content for the range of scaffolds based on
access to the content
organizers. instruction using literacy English learners. English learners’
strategies, SDAIE, and proficiencies, knowledge,
content level English and skills in the content.
language development in
order for students to
improve language
proficiencies and
understand content.
7/13/23. 11/26/23
4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I do identify strengths and
weaknesses while
students learn about
important mathematical
vocabulary and how it is
applied to the content at
hand. When needed, I
differentiate instruction
by assessing what English
language development
components could help
specifically support
English learners who are
struggling with the
concept at hand. 7/13/23
11/26/23 4/28/24
Evidence
I create and implement
ways to support English
language development
when needed to help
English learners remove
the language barrier and
understand the topic.
7/13/23
11/26/23
4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
instruction. 7/13/23
Attends required meeting 11/26/23 Communicates and
with resource personnel Cooperates with resource Communicates regularly 4/28/24 collaborates with
and families. personnel, para- with resource personnel, resource personnel, para-
educators, and families para-educators, and Communicates and educators, families,
3.6 Addressing the during meetings and families to ensure that collaborates with leadership, and students
needs of English activities in support of student services are colleagues, support staff, in creating a coordinated
learners and student learning plans and goals. provided and progress is and families to ensure program to optimize
with special needs to made in accessing consistent instruction. success of the full range
provide equitable appropriate content. Supports families in of students with special
access to the content Learns about referral positive engagement with needs.
processes for students Refers students as needed school. 7/13/23
with special needs. Seeks additional in a timely and 11/26/23 Takes leadership at the
information on struggling appropriate manner 4/28/24 site/district and
learners and advanced supported with collaborates with
learners to determine documented data over Initiates and monitors resource personnel to
appropriateness for time, including referral processes and ensure the smooth and
referral. interventions tried follow-up meeting to effective implementations
previous to referral. ensure that students of referral processes.
receive support and/or
extended learning that is
integrated into the core
curriculum. 7/13/23
11/26/23 4/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I follow the needs of
English learners and
students with special
needs by implementing
specific accommodations,
adaptations, and
extensions to help create
equity in the classroom.
7/13/23
11/26/23
4/28/24

I work with my middle

school team to ensure
that our students are
given fair adaptations and
accommodations across
their classes. We also
work with the parents to
Evidence make sure they are aware
of our implementations
and plans for their child.
7/13/23
11/26/23
4/28/24

Our middle school team

continues to discuss
about these students
throughout the year to
make sure their needs are
being met. We continue to
have contact with their
parents as well. We work
together on changes if
implementations are not
working. 7/13/23
11/26/23
4/28/24