CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational
knowledge of subject matter,
3.1 Demonstrating related academic language,
and academic content
knowledge of subject
standards.
matter academic
content standards
Examines concepts in subject
matter and academic
language to identify
connections between
academic content standards
and instruction. 9/13/23
Understands and explains
the relationship between
essential subject matter
concepts, academic language,
and academic content
standards. 4/27/24
Uses broad knowledge of
inter-relationships of
concepts, academic content
standards, and academic
language in ways that ensure
clear connections and
relevance to students.
Uses extensive knowledge of
subject matter concepts,
current issues, academic
language, and research to
make relevant connections
to standards during
instruction and extend
student learning.

I understand the prior In a lesson on making

knowledge that students
require in order to meet
various Common Core ELA
standards. For example, in
order to meet “CCSS.ELA-
LITERACY.L.6.3.A
Vary sentence patterns for
meaning, reader/listener
interest, and style,” students
must understand the
different sentence types and
structures. I would like to
work on making the content
standards more relevant to
Evidence students. 9/13/23
predictions, teacher has
students activate their prior
knowledge by discussing
background information
about the topic. Before
reading "The Drive-In" by
Gary Soto, students examine
an image of an old drive-in
theater and share what they
already know. Then they
read a brief summary about
drive-in theaters. This allows
them to target the learning
goal of making predictions
based on text evidence and
background knowledge.
4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons or
differences in students’ sequence of lessons that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language. 9/13/23
3.2 Applying curriculum guidelines.
knowledge of Provides explicit teaching of
student development essential content vocabulary
and proficiencies to and associated academic
ensure student language in single lessons or
understanding of sequence of lessons.
Explains academic language,
subject matter
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
9/13/23
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language. 4/27/24
Provides explicit teaching of
essential vocabulary, idioms,
key words with multiple
meanings, and academic
language in ways that engage
students in accessing subject
matter text or learning
activities. 4/27/24
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the subject
matter including related
academic language.
Provides explicit teaching of
specific academic language,
text structures, grammatical,
and stylistic language
features to ensure equitable
access to subject matter
understanding for the range
of student language levels
and abilities.
Utilizes comprehensive
knowledge of students to
guide all students to develop
proficiencies, understand
subject matter including
related academic language.
Engages student at all levels
of vocabulary, academic
language, and proficiencies
in self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

I incorporate activities such In class, we examine a new

as stations and gallery walks
to give students
opportunities to walk
around and engage in the
lesson content in a physical
manner. 9/13/23
Evidence
academic vocabulary word
each week. For example, we
discussed how the term
“objective” is often used in
the classroom to identify the
learning goal of a lesson. I
would like to expand on this
with text vocabulary and
incorporate different
activities to help support
students in expanding their
word knowledge. 4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided by curriculum and considers
site and district to support adjustments in single lessons
student understanding of the or sequence of lessons to
3.3 Organizing subject matter. support understanding of
curriculum to subject matter. 9/13/23
facilitate student
understanding of the
subject matter
I reference prior lessons as I
teach, which helps students
recall the foundational
information they need in
order to learn new skills and
concepts. I would like to
work on doing this more
consistently. 9/13/23
Evidence
Applying Integrating Innovating
Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and student curriculum and resources to curriculum and related
readiness to organize and organize and adjust resources to flexibly and
adjust the curriculum to instruction within and effectively organize and
ensure student across subject matter to adjust instruction.
understanding. 4/27/24 extend student
understanding. Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
In addition to ELA, I am also
teaching science this year.
This has allowed me to make
specific cross-curricular
connections between the
two subjects. For example,
we discussed how the suffix
“-ation” shows up very often
in our science techbook
because it means “the
condition or process of.”
Then the students are able to
talk about fossilization
processes with a better
understanding of what they
entail. 4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional strategies Gathers and uses additional
that are provided in the instructional strategies in
curriculum. single lessons or sequence of
3.4 Utilizing lessons to increase student
instructional understanding of academic
strategies that are language appropriate to
appropriate to the subject matter. 9/13/23
subject matter
I use the Gradual Release of
Responsibility Instructional
Framework to model
activities for my students
before having them complete
the learning tasks on their
own. This “I do, we do, you
do” method allows me to
check for understanding
before students are asked to
work independently.
9/13/23
Evidence
Applying Integrating Innovating
Selects and adapts a variety Integrates instructional Uses an extensive repertoire
of instructional strategies to strategies appropriate to of instructional strategies to
ensure student subject matter to meet develop enthusiasm, meta-
understanding of academic students’ diverse learning, to cognitive abilities, and
language appropriate to ensure student support and challenge the
subject matter and that understanding of academic full range of student towards
addresses students’ diverse language, and guide student a deep knowledge of subject
learning needs. 4/27/24 in understanding matter.
connections within and
across subject matter.
Teacher uses technological
tools to promote student
engagement. After reading
"All Summer in a Day" by
Ray Bradbury, students post
examples of figurative
language on Padlet. In
addition to increasing
student buy-in by offering a
clear visual of their work,
this allows me to assess their
understanding of different
types of figurative language.
4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and technologies materials, resources, and technologies, and resources, technologies, and
3.5 Using and lessons to make subject to make subject matter technologies for concept and instructional materials to standards-aligned
adapting resources, matter accessible to accessible to students. skill development in subject meet identified student instructional materials to
technologies, and students. matter. Resources reflect the needs and make subject extend student
standards-aligned Explores how to make diversity of the classroom matter accessible to understanding and critical
Identifies technological technological resources and support differentiated students. thinking about subject
instructional
resource needs. available to all students. learning of subject matter. matter.
materials including 4/27/24 9/13/23 Assists student with
adopted materials, to equitable access to materials, Ensures that student are
make subject matter Guides students to use resources, and technologies. able to obtain equitable
accessible to all available print, electronic, Seeks outside resources and access to a wide range of
students and online subject matter support. technologies through
resources based on ongoing links to outside
individual needs. 4/27/24 resources and support.
9/13/23
I use instructional materials
that address the students’
current skill level and
promote diversity. For
example, each month,
students read articles on
Newsela, and I select
readings that reflect our
classroom diversity. I would
like to expand on this in
other areas of the
curriculum. 9/13/23

Teacher recognizes skills

and concepts that are
Evidence difficult for students to
understand and provides
resources for extra practice
and review. After a lesson on
adverbs, students watch a
video and answer questions
on EdPuzzle. This allows
students to review the
information, and it serves as
an assessment of how well
the students understood the
content. This gives me the
opportunity to reteach
and/or extend learning as
necessary. 4/27/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify gaps
needs of English in English language
learners and student Provides adapted materials development. 9/13/23
with special needs to to help English learners
provide equitable access content. Attempts to scaffold content
access to the content using visuals, models, and
graphic organizers. 9/13/23
I provide multiple
opportunities for students to
express themselves through
speaking and writing
individually, with partners,
and in small groups. This
helps English Learners with
language development in
low-stakes settings, which
makes them more confident
when sharing their
Evidence contributions with the whole
class. During the writing
process, I provide additional
graphic organizers for
English learners to help
them organize their ideas.
9/13/23
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
4/27/24
Develops and adapts Is resourceful and flexible in
Creates and implements instruction to provide a wide the design, adjustment, and
scaffolds to support range of scaffolded support elimination of scaffolds
standards-based instruction for language and content for based on English learners’
using literacy strategies, the range of English learners. proficiencies, knowledge,
SDAIE, and content level and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
4/27/24
I differentiate instruction by
providing a variety of tools
and resources to support
learning for English learners
and students with special
needs. I provide a list of
topics and a sentence frame
during a lesson on writing
theme statements. This
allows English learners to
focus on thinking critically
about the text and develop
solid theme statements.
4/27/24
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.
9/13/23
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
families. 9/13/23
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. 9/13/23
I meet with our learning
support teacher regularly to
discuss students’ progress,
particularly for students who
already have ILPs. However,
I would like to learn more
about the referral process
for students who would
benefit from documented
Evidence accommodations and/or
modifications. 9/13/23
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.
4/27/24
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
4/27/24
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 4/27/24
In addition to meeting with
the learning support teacher
regularly and staying in
consistent communication
with families, I build in time
to meet with families in
person whenever possible in
order to discuss students’
progress toward meeting
their goals. 4/27/24
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
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
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.
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths,
learning needs, and
achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
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.