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
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic 9/21/22 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 3/9/23 connections and connections to standards
relevance to students. during instruction and
12/10/23 5/2/24 extend student learning.

I am learning about my Throughout the semester, I incorporate a variety of

different curriculum and I have taken more time to
therefore I only have analyze the material I will
general knowledge of teach and break down the
how they want me to concepts into language
teach. 9/21/22 my students already
understand by providing
further explanations and
examples. 3/9/23
vocabulary words
throughout the different
subjects. 12/10/23
I make relations between
subjects to help bridge
learning. 5/2/24

Evidence
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. 9/21/22 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. 3/9/23
I can tell what level of I use a combination of
learning many of my slides, worksheets, and
students are at and try to verbal explanations to
help them by guiding help get my instruction
them or challenging them. across to my students.
9/21/22 3/9/23
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
5/2/24 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.
12/10/23
I use a variety of tools
such as Blooket game,
word walls, and
bookwork to enhance my
students’ understanding
of concepts/vocabulary.
12/10/23
I do daily reviews and
practice activities to
supplement learning of
concepts. 5/2/24
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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing subject matter. understanding of subject understanding. 12/10/23 extend student instruction.
curriculum to matter. 9/21/22 5/2/24 understanding.
facilitate student Ensures student
understanding of the Examines organization of comprehension and
subject matter curriculum and considers facilitates student
adjustments in single articulation about what
lessons or sequence of they do and do not
lessons to support understand.
understanding of subject
matter. 3/9/23
I adjust how I teach the I consistently look ahead
curriculum to suit the in my planning to check
needs of my students by and see what my students
monitoring their level of will be learning vs. what
understanding. 9/21/22 they have already
learned. I also choose to
I continue to modify the switch around certain
curriculum to fit my aspects of my curriculum
students’ needs and to fit my students’
learning levels. 3/9/23 understanding and
provide scaffolding.
12/10/23

I take into consideration

the students’ levels of
development as I plan
and create units. 5/2/24

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. 9/21/22 diverse learning needs. understanding knowledge of subject
3/9/23 12/10/23 5/2/24 connections within and matter.
across subject matter.
I do this by having I have started using a
conversations with my combination of different
mentor teacher and teaching resources along
others in and out of my with talking to other
grade level. 9/21/22 teachers and getting their
opinions on materials and
resources. 3/9/23

I use a combination or
visual and auditory
instruction as well as
examples and
experiments to help my
students understand the
subject matter. 12/10/23

I continue to utilize the

elements above to assist
my teaching including
more projects. 5/2/24

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. 3/9/23 and skill development in needs and make subject extend student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
students.
Explores how to make
Identifies technological technological resources
resource needs. available to all students.
adopted materials, to
9/21/22
make subject matter
accessible to all
students
I use the school provided
technological resources
along with links to extra
sites to help my students
learn. 9/21/22
I continue to utilize
school-based technology
to assist in my teaching. I
have also ventured out
and found my own
resources to assist.
3/9/23
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content 9/21/22
measures for assessing
English learners’
performance to identify gaps
in English language
Applying Integrating Innovating
subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
classroom and support subject matter.
differentiated learning of Assists student with
subject matter. 12/10/23 equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 5/2/24
I use the imbedded
technology in Newsela to
improve students’
reading comprehension
scores. I also use a
combination of google
docs and slide form my
students to practice
typing and presentations.
12/10/23
I allow my students to use
a combination of books,
online databases, and
classroom conversations
to understand materials.
5/2/24
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.
5/2/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Provides adapted materials
to help English learners
access content. 9/21/22
I try my best to break
down words into their
definitions for my
students who struggle
with English. I also
accompany much of my
instruction with visual
aids. 9/21/22
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers. 3/9/23
12/10/23
I attempt to create
instructions that have
step-by-step word frames
and provide scaffolding
for my El and special
needs learners. I also
incorporate pictures of
the materials I want my
students to focus on.
3/9/23
I organize my lessons into
small sections which
allow my students to
grasp concepts easier.
12/10/23
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.
9/21/22
Seeks additional information
on the full range of students
identified with special needs
Applying
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.
I use a combination of
auditory and visual
instruction to aid my
students’ learning as well
as examples. 5/2/24
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
Integrating
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
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
Innovating
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to address challenges or
supports in single lessons or
sequence of lessons.
3/9/23
Learns about referral
processes for students with
special needs.
I am in constant
communication with my
students’ parents to
better understand the
different learning styles
and familial backgrounds.
9/21/22
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.
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.
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 continue to be in
constant communication
with my parents letting
them know when their
child is well behaved or
not. 3/9/23