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
extend student learning.
5/3/24 12/9/23 5/2/23
9/19/22

I use current events to

relate topics to students. I
research subject matter
and new ways to explain
concepts to students and
how to connect between
topics. 5/3/24

I constantly look for new

research on concepts I’m
teaching so I can relay it
to the class. I look for
ways to connect between
curriculum and connect it
to the outside world.
12/9/23

I still connect content

throughout the
curriculum. I relate all the
subjects together and
relate it to the outside
world through current
events and the like.
5/2/23

I connect content we are

learning with the
concepts we have taught.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I show students the math
that is hidden inside
science, social studies,
and even language arts
when appropriate. I
connect the concepts with
real life examples and
bring up current events
during lessons as
appropriate. 9/19/22
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 9/19/22.
I use my knowledge of
student development to
tailor my objectives and
examples inside my
lessons. I teach
vocabulary throughout
the unit to further
understanding of the
content being learned. I
explain how academic
language can differ in
meaning from words that
also appear as regular
English words. 9/19/22
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. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access to students in using analysis
students in accessing subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
12/9/23 5/2/23 levels and abilities. matter.
5/3/24
I review vocabulary with I use my knowledge of
students. I play Quizizz student development to
with students to help explain concepts to
them gain mastery over students to meet their
their vocabulary. I adapt needs. I provide an
instruction based on how explanation of text
students are structures such as
understanding the heading, subheadings,
material and change my and more to make sure
instruction as needed. students can understand
12/9/23 concepts. We review
academic vocabulary so
I change my instruction students have a strong
based on whether understanding of that
students are before reading new
understanding the concepts. 5/3/24
concepts or not. I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

explicitly teach the
vocabulary the students
will need as well as
figurative language such
as idioms so students can
access the text. 5/2/23

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. 9/19/22 extend student instruction.
facilitate student matter. understanding. 12/9/23
understanding of the 5/2/23 5/3/24 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I adjust the curriculum as I regularly connect
needed to help students subject matter to each
understand the content. other and make sure
For instance, I add to the students understand the
English curriculum to relationship between
strengthen student’s them. I encourage them to
knowledge of the 8 parts make connections
of speech before having themselves to understand
them identify subjects material. 5/3/24
and predicates. I build
students number sense I look for ways to connect
and slow down math subject matter using my
lessons during the knowledge of the
division portion of the curriculum. I encourage
curriculum to help with students to make
their understanding. connections on their own
9/19/22 to deepen their own
understanding of the
concepts being taught.
12/9/23

I use my knowledge of the

curriculum and extra
resources to plan my
instruction. I adjust the
instruction to extend
students understanding of
the curriculum and adjust
the areas that tend to be
trouble areas. 5/2/23
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. 9/19/22 needs. 5/2/23 understanding knowledge of subject
connections within and matter. 5/3/24
across subject matter.
12/9/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I use additional
instructional strategies to
help a diverse range of
student’s learning needs.
For instance, I teach the
box method, and the
method of partial
quotients during the
division chapters in math
to allow students to solve
the problems in different
ways. 9/19/22
Uses available Explores additional
instructional materials, instructional materials,
3.5 Using and resources, and resources, and
adapting resources, technologies for specific technologies to make
technologies, and lessons to make subject subject matter accessible
standards-aligned matter accessible to to students.
instructional students.
materials including Explores how to make
adopted materials, to Identifies technological technological resources
make subject matter resource needs. available to all students
accessible to all 5/2/23 9/21/22.
students
Applying
I use multiple means of
representation across the
subjects to help ensure
understanding of the
subject matter. I include
various technological
resources as well to help
students gain and
understand the academic
language required.
5/2/23
Selects, adapts, and
utilizes appropriate
instructional materials,
resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
Integrating Innovating
I use multiple means of I use multiple strategies
representation during to get students excited
lessons to meet a diverse about learning. I gamify
range of learning needs. learning to meet their
In math for instance, I needs and show visuals
show multiple ways to and diagrams to deepen
solve the problem giving understanding. 5/3/24
students multiple tools in
their tool chest to tackle
any and all problems.
12/9/23
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. 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. 5/3/24 12/9/23 ongoing links to outside
resources based on resources and support.
individual needs.

I continue to use I use online resources

resources such as Freckle such as MathFactLab and
and CommonLit to Freckle which adapt to
supplement the student understanding
curriculum. I also use and meet them at their
Quizizz to help students level. I regularly look for
with academic outside resources to
vocabulary. I look at better meet the need of all
different online resources students. 5/3/24
that can help address all
students learning needs. Multiple resources are
5/2/23 implemented in my
classroom through the
I utilize outside resources various subjects designed
such as CommonLit to to meet all students
provide extra reading and needs. I just recently
comprehension practice. I implemented a math fact
try and pick material from fluency resource that has
there that is of interest to deepened students’
the students. I also utilize understanding of
XtraMath and multiplication and
SplashLearn to provide division. 12/9/23
gamification to math fact
fluency. 9/21/22
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
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers. 5/2/23
9/21/22
I still haven’t had any
English learners yet but I
continue to scaffold
instruction with models
and visuals. I also discuss
the structures of English
with my students and
show students how to
read academic texts to
better understand them.
5/2/23
I haven’t had any English
Learners in my class yet,
but I scaffold instruction
using models, and visuals
to help students
understand the structure
of English, or to
understand math
concepts. 9/21/22
Applying
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
Integrating Innovating
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English learners. proficiencies, knowledge,
5/3/24 12/9/23 and skills in the content.
I scaffold and provide
anchor charts to support
learning of the English
language. I also provide
images and sentence
frames as needed to
support students. 5/3/24
I use tools such as
scaffolding, anchor charts,
sentence frames, and
images to help all of my
students that would be
beneficial to English
Learners if I had any.
12/9/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.7 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.
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. 5/2/23
9/21/22
I’ve continued using 504
and IEP’s as needed. I
have discussed students
needs with other teachers
and parents. I have used
those discussions to help
tailor instruction as well
as best practices to meet
the non-academic needs
of the student so they can
have equitable access to
the content. 5/2/23
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.
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.
5/3/24 12/9/23
I communicate with
families and resource
teachers to provide
support and positive
engagement. I ensure
students receive high
quality support and
learning and make
adaptations and
extensions as needed to
support and challenge
these students. 5/3/24
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.

I utilized 504 and IEP I integrate

plans, as well as accommodations to
discussions with parents support my students with
to tailor my instruction special needs. I
for students. I modified communicate with their
content to help the families the progress I’m
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learners as well. I monitor
struggling learners and
advanced learners to
potentially work with a
special teacher in the
confines of what we have
available to help. 9/21/22
seeing as well as ways to
support them. I attend
meetings for students
who need support and
ensure they get the help
they need. 12/9/23