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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject content standards. between academic content language, and academic academic language in research to make relevant
matter academic standards and instruction. content standards. ways that ensure clear connections to standards
content standards connections and relevance during instruction and
to students. 07/16/23 extend student learning.
5/1/24

Example of Academic I leverage my deep

Language – learning new
math vocabulary is built in
to the first lesson of every
new topic in our math
curriculum.
Throughout the entire
year we work to connect
our Reader’s Workshop
and our Writer’s
Workshop units so they
inter-connect and
students can use what
they learn in Reader’s to
Evidence better their writing.
07/16/23
understanding of
foundational math
concepts to connect
current events like
budgeting and saving
money to academic
standards on addition
and subtraction. By
incorporating
age-appropriate research
materials and language, I
extend student learning
through activities like
budgeting simulations
where students manage
imaginary finances within
a given budget. For
example, I might use
real-world scenarios like
planning a class party to
teach math skills
fostering a practical
understanding of
mathematical concepts
while meeting curriculum
goals. 5/1/24
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
07/16/23
For each math, reading,
social studies, and science
lesson we start by going
over key vocabulary for the
lesson/unit. 07/16/23
Example – Science Biome
Unit Vocab
Evidence
Applying
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.
07/16/23
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.
I have had to adapt our
lessons to include
providing more
background information
and/or broadening our list
of relevant vocabulary to
include new terms that
students do not know.
07/16/23
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject matter
understanding of the including related
subject matter including academic language.
related academic 5/1/24
language. 11/5/23
Engages student at all
Provides explicit teaching levels of vocabulary,
of specific academic academic language, and
language, text structures, proficiencies in
grammatical, and stylistic self-directed goal setting,
language features to monitoring, and
ensure equitable access to improvement. Guides all
subject matter students in using analysis
understanding for the strategies that provides
range of student language equitable access and deep
levels and abilities. understanding of subject
matter.
As I get to know my I draw on my
students better this year comprehensive
and understand their understanding of my
strengths and weaknesses, students' individual
I have been able to work learning styles and
on their understanding of strengths to facilitate
subject matter as they are their proficiency in
learners through pulling language arts. By
small groups, tier 2 tailoring lessons to their
intervention, IWT diverse needs, I ensure
(intensive workshop that all students grasp
time), and handwriting subject matter concepts,
mirroring folders. I have including academic
one focus student in language, at their own
particular who I have pace. For instance, I
worked 1:1 with since the might utilize hands-on
beginning of the year and activities and visual aids
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

have made in the moment to teach vocabulary
accommodations and related to ecosystems,
modifications to his work such as "habitat" and
in order to create work at "adaptation," ensuring
his independent level. that each student
11/5/23 comprehends these
terms within the context
of their learning abilities
and experiences.
Through this
personalized approach, I
guide every student
towards mastery of both
content and language
skills, fostering a
supportive and inclusive
learning environment.
5/1/24
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. 07/16/23 extend student
facilitate student
matter. understanding. 5/1/24 Ensures student
understanding of the
comprehension and
subject matter
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

As a third-grade team, we
decided to move lessons A third-grade teacher
around in math to make integrates science and
more sense when teaching writing by having
it because we realized students research
when we taught it in the ecosystems and write
order of the iReady informational essays,
program a lot of our adjusting instruction to
students were getting support varying writing
confused on area and abilities. They might also
perimeter, so we combine math and art by
Evidence reorganized the order in teaching geometric
which we taught the patterns, providing
lessons and saw hands-on materials and
improvement in student visual aids to
understanding. 07/16/23 accommodate different
learning styles. This
approach extends
student understanding
across subjects, fostering
both academic skills and
creativity. 5/1/24

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of academic appropriate to subject understanding of and support and challenge
strategies that are
language appropriate to matter and that addresses academic language, and the full range of student
appropriate to the
subject matter. students’ diverse learning guide student in towards a deep
subject matter
needs. 07/16/23 understanding knowledge of subject
connections within and matter.
across subject matter.
10/29/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I provide instruction We are currently working
through mini lessons, on a biome unit in Science
videos, exploration and have adapted it into a
activities, and whole group cross-curricular activity by
discussions. Mini lessons having the students use
can be whole group or their chosen biome as the
multiple small groups. setting of the fable they
When teaching I use the are going to write which is
academic language of the also connected to our
lesson and have the Reader’s Workshop unit
students “remind me” on Folktales where we
what it means. 07/16/23 focused on fables for a
week 1-2 weeks prior to
Social Studies – starting our writing unit
Exploration Activity on Fables. This allowed
Example students to gain an
understanding of what a
ISTE Standard: 2.1.c fable is and what
● Evidence: I think characteristics the story
this standard is has that makes it a fable.
Evidence highlighted best This is carried into their
with the CSTP 3 writing by now being
playlist because tasked with writing their
through my own fable and including
research in this those characteristics in
playlist I their own writing.
discovered new Students will connect to
technology the science unit by using
supports that I their biome and it’s
can implement in natural fauna as the
my classroom characters in their story.
immediately as 10/29/23
well as seeing an
area to share new
technology that I
have discovered
and implemented
in my classroom
that was not
listed. 10/29/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and critical
standards-aligned
Explores how to make reflect the diversity of the students. 07/16/23 thinking about subject
instructional
Identifies technological technological resources classroom and support matter. 5/1/24
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. 07/16/23 ongoing links to outside
resources based on resources and support.
individual needs.
Some resources I use are I encourage critical
speech to text, thinking by guiding
accommodated students to evaluate
worksheets, word banks, different apps based on
and pictures. their alignment with math
standards and
I also read aloud materials effectiveness in
for struggling readers and enhancing
scribe for students who understanding. By
have a hard time writing. involving students in this
process, they not only
Evidence I often reach out to my deepen their
Co-Teacher, our Reading understanding of
Intervention Specialist, fractions but also
and our Data Analyst for develop valuable skills in
support. 07/16/23 assessing and utilizing
educational technology.
5/1/24
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 culture
English language and language proficiencies in
proficiencies based on listening, speaking, reading,
available assessment data. and writing. Uses multiple
measures for assessing
English learners’ performance
3.6 Addressing the to identify gaps in English
needs of English language development.
07/16/23
learners and student
Provides adapted materials
with special needs to to help English learners
Attempts to scaffold content
provide equitable access content. using visuals, models, and
access to the content graphic organizers.
07/16/23
I scored myself in the
“exploring” category for
this subsection particularly
because my school has a
very low EL population
and therefore, I have not
had very much experience
in this area at this time.
07/16/23
Evidence
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 study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more language and content students to establish and
components of English instruction. monitor language and
language development to content goals.
support English learners.
5/1/24
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.
I identify language
proficiencies and
strengths of English
learners by assessing
their vocabulary
acquisition and
comprehension skills.
They differentiate
instruction by
incorporating scaffolded
activities such as picture
dictionaries and language
games to support English
learners in both language
development and content
understanding. 5/1/24
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.
Attends required meeting
3.6 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.
Evidence
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.
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.
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. 07/16/23
My Co-Teacher and I
regularly make scaffolded
worksheets and
assignments for our
students with disabilities.
Here is an example of an
accommodated worksheet
I created for a student who
was a low reader and
struggled with spelling
and sentence formation.
The assignment was to
write a paragraph
response to the 5
questions listed above
based on a Pixar Short
Film we watched.
This past year I had a
student who I struggled to
support all year long and
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. 5/1/24
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 guide and support
students with special
needs by implementing
individualized education
plans (IEPs) that include
strategies for
self-assessment and
monitoring progress.
Through tools like visual
progress charts and
self-reflection journals,
students are empowered
to recognize their
strengths, articulate their
learning needs, and track
their achievement in
accessing content
alongside their peers.
This approach fosters
self-advocacy skills and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

was in constant encourages a sense of
communication with his ownership over their
mother, my admin team, learning journey. 5/1/24
and my co-teacher to try
and advocate for him to
get assessed to get the
best support.
Unfortunately, his parents
did not agree with my
assessment of his needs,
and it did not go further. I
did have another student
where the parent initiated
the conversation and we
started and SSPT with the
child and began the
assessment process and
we were able to make
progress with the student
and successfully got the
student an IEP.
07/16/23

UPDATED evidence:
Linked here is an example
of a typical grade level
grammar quiz given to the
class as well as an
accommodated grammar
quiz given to a student
with special needs who is
on accommodated
curriculum. The content is
the same but instead of
focusing on both common
and proper nouns, the
accommodated version is
focusing only on common
nouns first.
Typical
Grammar Quiz
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Accommodated
Grammar Quiz
11/5/23