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 content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
6/29/18 12/9/18 5/5/19 extend student learning.

I make sure that I have a
clear understanding of
the specific subject
matter concepts that I am
teaching, use the
appropriate and most
effective verbiage when
teaching it, and make
sure it covers the
academic content
standards that must be
met. I also use
supplemental resources
that enhance the content
in my curriculum
materials. 6/29/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. 5/5/19 Engages student at all
3.2 Applying vocabulary following academic language. 6/29/18 12/9/18 levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching academic language, and
student development Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to of essential content of essential vocabulary, language, text structures, directed goal setting,
ensure student vocabulary and idioms, key words with grammatical, and stylistic monitoring, and
understanding of associated academic multiple meanings, and language features to improvement. Guides all
subject matter language in single lessons academic language in ensure equitable access students in using analysis
or sequence of lessons. ways that engage to subject matter strategies that provides
Explains academic students in accessing understanding for the equitable access and deep
language, formats, and subject matter text or range of student language understanding of subject
vocabulary to support learning activities. levels and abilities. matter.
student access to subject 6/29/18 12/9/18 5/5/19
matter when confusions
are identified.

I use formative I use data from a variety
assessments to determine of sources and
what students know assessments to determine
before beginning a new what my students
unit or lesson. This helps understand about the
me plan my instruction specific concepts being
based on the needs of the taught. I also work to
students. I also use my teach vocabulary, various

curriculum materials to text structures, and
thoroughly teach grammatical features
important vocabulary and prior to a lesson or
key words needed to help reading of a passage. I
the students be most also differentiate my
successful in the unit of teaching to reach the
study. 6/29/18 various ability levels of
my students. 5/5/19
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. extend student instruction.
facilitate student matter. understanding. 6/29/18
understanding of the 12/9/18 5/5/19 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I work to create cross-
curricular connections.
When planning lessons
and assignments, I try to
maintain a common
thread that will allow the
students to see how
different subjects can all
be connected. The
authentic projects we
complete are a great
example of this. 6/29/18
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 academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
6/29/18 connections within and matter.
across subject matter.
12/9/18 5/5/19
I work to incorporate I have worked to
instructional strategies incorporate more
outside of our curriculum technology based
to help enhance the instructional strategies in
students’ learning. I try my classroom. I have
and include some other used more iPad activities,
ways to help the students PowerPoint slideshows
gain a better and Keynote
understanding of the presentations, and
concepts being taught additional Promethean
and to meet the needs of board flipcharts. For
all of the students. example, I included a
6/29/18 slideshow into my social
studies lesson about
landforms and bodies or
water. These
instructional strategies
have helped create
lessons that are more
engaging for my students’
diverse needs. 12/9/18
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
standards-aligned Explores how to make reflect the diversity of the students.12/9/18 5/5/19 critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. 6/29/18 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. 12/9/18 5/5/19 ongoing links to outside
resources based on resources and support.
individual needs.
6/29/18
I look to find additional With the addition of more
materials to complement classroom iPads this year,
our curriculum and make I have worked to find new
the subject matter more ways to incorporate these
accessible to the students. devices into my lessons
I like to explore and and instruction. I have
incorporate technology introduced my students
into my lessons by to new apps and online
including videos, using educational programs.
the internet, and Many of these programs
incorporating the use of have allowed me to better
our iPads. I plan on doing differentiate my
even more to strengthen instruction. Doing this
and differentiate my has also helped me to
lessons for my students better meet the standards
with technology, as my at hand.12/9/18
school is increasing the
number of iPads and
other technological
resources in the
classrooms for the
upcoming school year.
6/29/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. 5/5/19 monitor language and
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 6/29/1812/9/18
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. 5/5/19 and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
6/29/1812/9/18
I make modifications for I provide additional
English learners and offer support and
additional forms of modifications for my
support to help close gaps students’ with varying
in their English language English proficiency. I also
development. I use visual meet with their parents
aids and models to help to help them take the
the English learners in my proper steps in helping
class gain a better their child to better
understanding of what I succeed academically.
am teaching. 6/29/18 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. 5/5/19 achievement in accessing
instruction. 6/29/18 content.
Attends required meeting Cooperates with resource 12/9/18 Communicates and
with resource personnel and personnel, para-educators, collaborates with colleagues, Communicates and
3.6 Addressing the families. and families during Communicates regularly support staff, and families to collaborates with resource
needs of English meetings and activities in with resource personnel, ensure consistent personnel, para-educators,
learners and student support of learning plans para-educators, and families instruction. Supports families, leadership, and
with special needs to and goals. to ensure that student families in positive students in creating a
services are provided and engagement with school. coordinated program to
provide equitable
progress is made in 5/5/19 optimize success of the full
access to the content range of students with
accessing appropriate
Learns about referral content. 6/29/18 12/9/18 Initiates and monitors special needs.
processes for students with Seeks additional information referral processes and
special needs. on struggling learners and Refers students as needed in follow-up meeting to ensure Takes leadership at the
advanced learners to a timely and appropriate that students receive site/district and collaborates
determine appropriateness manner supported with support and/or extended with resource personnel to
for referral. documented data over time, learning that is integrated ensure the smooth and
including interventions tried into the core curriculum. effective implementations of
5/5/19 referral processes.
previous to referral.
6/29/18 12/9/18
I make sure that I know I take the time to become
the students in my class very familiar with my
and their individual students’ modification
needs. I am in constant plans and find ways to
communication with my make appropriate
director and the families accommodations in my
of the students who have instruction to meet their
any type of modification needs. I set up meetings
plans. I work to maintain with the parents to keep
up-to-date information them informed, as well as
about the students and stay up-to-date on any
make any necessary important information
modifications in about the child’s
instruction in a timely academic and social
manner. 6/29/18 growth. 5/5/19