CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic content
matter academic
standards and instruction.
content standards
I have been struggling to
disaggregate the essential
subject matter concepts
from the supporting
concepts in the content
standards. The texts that I
have to use are great
resources with a great
amount of content to
present. I will be focusing
on being more intentional
about the major content
standards this next school
year.
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
I have been very
intentional about teaching
thematic units that
incorporate many subject
areas. My students know
that we are coving ELA
during science time
because the concepts
match up. I will teach close
reading concepts utilizing
science curriculum.
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and relevance during instruction and
to students. extend student learning.
Making growth in this
area was a goal of mine
this year. Moving towards
distance education was
the final catalyst to move
me all the way here. I only
have three hours a day
with my students so
instruction has to be done
in a way that connects
multiple subject areas. I
am doing this through
project based learning and
overarching thematic
units.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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.​11/16/19
I will always start a lesson
by seeking to understand
what my students already
know. This way my lessons
can be more efficient and
fill the gaps in knowledge
that my students may
have. We focus on
academic vocabulary often
in class. I will model what
it sounds like to talk about
a subject area. I correct
common confusions like, “a
hundred” instead of one
hundred. ​11/16/19
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.
5/2/20
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.
During the ILP this
semester I really focused
on data from my students.
I used this data to ensure
that my students are
understanding the
academic language in my
units. I initiated new
vocabulary development
utilizing Google Slides.
5/2/20
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
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in
language, text structures, self-directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing
understanding of the lessons to support
curriculum to
subject matter. understanding of subject
facilitate student
matter.
understanding of the
subject matter
Just this last year I began
re-mapping my math
curriculum for the
students that I had last
year. I think that by doing
this the students were
much more successful in
my class. I noted that they
were really doing well
with place value in chapter
2, so we moved to chapter
12 to work with decimal
place values and then went
back to chapter 3. This
really worked well and I
hope to continue to do this
each year with each
different classes needs.
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources of curriculum and related
readiness to organize and to 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.​5/2/20 extend student
understanding. Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I remapped my curriculum
and am making great
progress this year. I am
not behind on any
curriculum and my
students are growing
tremendously on their
standardized tests. I have
reorganized my
curriculum to teach many
subjects in thematic units
to save time in the
classroom. ​5/2/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single lessons
3.4 Utilizing curriculum. or sequence of lessons to
instructional increase student
strategies that are understanding of academic
appropriate to the language appropriate to
subject matter subject matter.
I have been excited to
extend knowledge with fun
and engaging lessons when
I see the students have a
need to cement their
academic language. This
year my students were
struggling with
understanding the labels
for animal features that
had to do with meerkats.
So we acted it out on the
playground with a
challenge. The student
came back into the
classroom and had a better
understanding of the
vocabulary and they could
use it in their claim
evidence reasoning
assessment at the end of
the lesson.
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of instructional
strategies to ensure subject matter to meet strategies to develop
student understanding of students’ diverse learning, enthusiasm,
academic language to ensure student meta-cognitive abilities,
appropriate to the subject understanding of and support and challenge
matter and that addresses academic language, and the full range of student
students’ diverse learning guide student in towards a deep
needs​5/2/20​. understanding knowledge of subject
connections within and matter.
across subject matter.
During the ILPP this
semester I really focused
on data from my students.
I used this data to ensure
that my students are
understanding the
academic language in my
units. I initiated new
vocabulary development
utilizing Google Slides.
5/2/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and
lessons to make subject subject matter accessible technologies for concept
adapting resources,
matter accessible to to students. and skill development in
technologies, and
students. subject matter. Resources
standards-aligned
Explores how to make reflect the diversity of the
instructional
Identifies technological technological resources classroom and support
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
subject matter.
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
In order to make a
universal design
modification for my
students I adopted a social
studies text that has a
text-to-speech built in
component as well as
videos that bring
comprehensible input for
the academic vocabulary.
Students have these
online, but also receive a
consumable text as well.
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 critical
students. 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
support.​5/2/20 ongoing links to outside
resources and support.
This school year I have
worked diligently to
provide technology
resources to my students.
I have initiated Computer
Science twice a week in
lieu of our regular science
curriculum. Students are
currently using
technology in all subject
areas. In social studies I
have modifications that
allows all of my students
to access the curriculum
without language barriers
and vocabulary
difficulties. ​5/2/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of proficiencies and English
English language culture and language learner strengths in the study
proficiencies based on proficiencies in listening, of language and content.
available assessment data. speaking, reading, and Differentiates instruction
writing. Uses multiple using one or more
measures for assessing components of English
3.6 Addressing the English learners’ performance language development to
needs of ​English to identify gaps in English support English learners.
learners​ and student language development.
with special needs to Provides adapted materials Creates and implements
provide equitable to help English learners Attempts to scaffold content scaffolds to support
access to the content access content. using visuals, models, and standards-based instruction
graphic organizers. using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.
Our students all have
Spanish as a second
language beginning in first
grade. We use cognate
often in class and have the
room labeled. I will often
give instructions in both
English and Spanish as a
way to support all
students in the language
development for both
languages. I use many
visuals and gestures as
possible to increase the
comprehensible input for
my students.
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 proficiencies, knowledge,
learners.​5/2/20 and skills in the content.
This school year I have
worked diligently to
provide technology
resources to my students.
I have initiated Computer
Science twice a week in
lieu of our regular science
curriculum. Students are
currently using
technology in all subject
areas. In social studies I
have modifications that
allows all of my students
to access the curriculum
without language barriers
and vocabulary
difficulties​5/2/20​.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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.
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.
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.
At our school we have
round-table meetings to
discuss student needs as
we do not have a school
counselor, or full time
resource teacher. As the
classroom teacher we are
the primary and
sometimes sole provider
of services to our students.
Depending on my students
needs I have changed how
I run my class to allow for
more small group
instruction to give me time
to work with the student’s
interventions. Most often
the parents are the
secondary providers. As a
teacher I plan with the
parents about the
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths, learning
adequate support and needs, and achievement in
challenge.​5/2/20 accessing content.
Communicates and Communicates and
collaborates with resource
collaborates with colleagues,
support staff, and families to personnel, para-educators,
ensure consistent families, leadership, and
instruction. Supports families students in creating a
in positive engagement with coordinated program to
school.​5/2/20 optimize success of the full
range of students with
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive support site/district and collaborates
and/or extended learning with resource personnel to
that is integrated into the ensure the smooth and
core curriculum. effective implementations of
referral processes.
This school year I have
worked diligently to
provide technology
resources to my students.
I have initiated Computer
Science twice a week in
lieu of our regular science
curriculum. Students are
currently using
technology in all subject
areas. In social studies I
have modifications that
allows all of my students
to access the curriculum
without language barriers
and vocabulary
difficulties.
In addition, I initiated a
parent survey process to
assist in getting to know
my student’s needs prior
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

interventions and to the school year starting

accommodations I am 5/2/20​.
using in the classroom and
what those might look like
at home.