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 concepts,
matter, related academic academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and language, and research to
knowledge of subject
content standards. between academic language, and academic academic language in make relevant connections
matter academic
content standards and content standards. 5/5/19 ways that ensure clear to standards during
content standards
instruction. 9/23/18 connections and relevance instruction and extend
to students. 12/8/19 student learning.
5/5/20

I feel that I am exploring I am in the applying stage I use broad knowledge of

in this stage of my because I have gained an the curriculum to create
career because I am understanding between connections for the
conJident in my own the academic language students between the
knowledge, but am still and the subject matter concepts, academic
developing my concepts. I assist the language, and real-life
instructional practices. students in making examples. I provide real-
Additionally, I have been connections because the life problems and
learning all new standards, content, and examples for the students
curriculum, which takes language. The students to discuss. Our Bible
time to Jigure out the have vocab journals, and curriculum includes real-
speed and concepts that we are constantly world application in each
are expected to be analyzing and breaking unit. The students spend
taught. I always strive to down new terms we come multiple days discussing
make connections with across. The students are how to apply what they
the students between provided with “I can” have learned and solving
the standards, content, statements that help real-world scenarios.
and language being bridge the gap between 12/8/19 5/5/20
used. My students have the standard and the
vocab journals for academic language.
almost every students. 5/5/19
We are constantly
analyzing and breaking
down new terms we
come across. 9/23/18
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 response to knowledge of range of students knowledge of students to
development while and implements student development and development into guide all students to
becoming aware of learning activities in proJiciencies to meet instructional decisions to develop proJiciencies,
differences in students’ single lessons or students’ diverse learning ensure student understand subject matter
understanding of subject sequence of lessons that needs. Ensures understanding of the including related academic
matter. addresses students’ understanding of subject subject matter including language.
proJiciencies and matter including related related academic
Teaches subject-speciJic support understanding academic language. language. Engages student at all
vocabulary following of subject matter levels of vocabulary,
curriculum guidelines. including related Provides explicit teaching Provides explicit teaching academic language, and
3.2 Applying
academic language. of essential vocabulary, of speciJic academic proJiciencies in self-
knowledge of student
9/23/18 idioms, key words with language, text structures, directed goal setting,
development and
multiple meanings, and grammatical, and stylistic monitoring, and
proIiciencies to
Provides explicit academic language in language features to improvement. Guides all
ensure student
teaching of essential ways that engage students ensure equitable access to students in using analysis
understanding of
content vocabulary and in accessing subject subject matter strategies that provides
subject matter
associated academic matter text or learning understanding for the equitable access and deep
language in single activities. 5/5/19 range of student language understanding of subject
lessons or sequence of levels and abilities. matter.
lessons. Explains 12/8/19 5/5/20
academic language,
formats, and vocabulary
to support student
access to subject matter
when confusions are
identiJied. 9/23/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

My lessons explicitly I am in the applying stage Throughout my lessons, I
teach what students because I adapt my am integrating knowledge
need to know. I take into lessons in response to the of the range of my
account what they knowledge of my students. students into my
should already know, I take into account what instructional decisions.
which usually differs they should already know, During a lesson on Point
with what they actually which usually differs with of View, I am using my
know. I help students what they actually know. I knowledge of my
continue building their help students continue students’ reading levels
academic vocabulary by building their academic and reasoning skills to
keeping vocabulary vocabulary by keeping help provided leveled
journals for almost all vocabulary journals for questions and included
subjects. As a class, we almost all subjects. I take different readers into our
record challenging notes on the board and examples and discussions.
words and analyze these the students copy my I provide clear, explicit
words together. notes and add anything teaching while addressing
Additionally, I always extra they see Jit. As a multiple learning styles to
provide students with “I class, we record ensure that all learners
can” standard challenging words and are provided with
statements, which gives analyze these words equitable access to subject
us another opportunity together. Additionally, I matter. For example,
to break down large provide students with “I during math, the students
vocabulary into more can” standard statements, are provided with clearly
understandable which gives us another deJined vocabulary and
language. 9/23/18 opportunity to break academic language
down large vocabulary explained in their notes.
into more understandable As a class, I model how to
language. Breaking down take notes and break
the statements has been down the vocab and text
helpful because it allows structures to understand
students to self-assess the content. 12/8/19
where they should be at as 5/5/20
well. 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments readiness to organize and to organize and adjust resources to Jlexibly and
student understanding of in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction. 5/5/20
curriculum to
support understanding understanding. 9/23/18 extend student
facilitate student
of subject matter. understanding. 5/5/19; Ensures student
understanding of the
12/8/19 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 5/5/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use a variety of I an in the integrating I feel that I am in the
instructional strategies to stage because I have been innovating stage because I
meet students needs. My able to adjust my have detailed knowledge of
strategies do not always instruction and all our concepts, so I am
follow what teacher curriculum to reach my able to provide examples
edition texts describe. I high, medium, and low and create resources to
feel that each class learners. My strategies do enhance our curriculum.
requires different pacing not always follow what Additionally, adjust the
and strategies; therefore, teacher edition texts instruction based on my
it is important to ensure describe, but rather are knowledge of what the
meet students where they designed to best meet the students’ may need to
are at. 9/23/18 needs of my class. Student understand prior to more
understanding is extended complex concepts.
through enrichment
activities and challenge I ensure student
problems that are posed comprehension through
to students. I require many verbal and physical
certain students to take check-ins. Additionally,
the challenge students are taught to
opportunities, while other gauge their own level of
students are able to take understanding through exit
them if they Jinish their slips and entrance tickets.
work on time. I feel that 5/5/20
each class requires
different pacing and
strategies; therefore, it is
important to ensure meet
students where they are
at. 5/5/19; 12/8/19
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm, meta-cognitive
instructional lessons to increase academic language to ensure student abilities, and support and
strategies that are student understanding appropriate to subject understanding of challenge the full range of
appropriate to the of academic language matter and that addresses academic language, and student towards a deep
subject matter appropriate to subject students’ diverse learning guide student in knowledge of subject
matter. 9/23/18 needs. 5/5/19 11/3/19 understanding matter. 5/5/20
connections within and
across subject matter.

I use a variety of I feel that I am in the I feel that I have moved to

instructional strategies applying stage because I the innovating section
to meet the needs of my am adapting the because I have learned to
unique class. Some instructional strategies I use a variety of
strategies include: note gather to best meet the instructional strategies to
taking skills, direct needs of my class. Some develop enthusaisn and
instruction, small group strategies include: note deepen learning.
discussions, partner taking skills, direct Additionally, I have been
discussions, graphic instruction, small group creating my own resources
organizers, modeling, discussions, partner that challenge the students
and hands-on learning discussions, graphic to take a subject matter to
activities. These organizers, modeling, and a deeper level while using
strategies are used to hands-on learning creativity. One of the major
increase student activities. I have adapted reasons for my quick jump
understanding of the note taking for a few to this level would be the
academic language. My of my students that have strategies and takeaways I
class also has an auditory processing gained from the Get Your
vocabulary logs for delay by creating Jill-in the Teach On Conferences I
almost all subjects. We blank versions of our attended at the end of
break down vocabulary notes. 5/5/19 11/3/19 January. 5/5/20
words we come across.
This allow students to
become in the habit of
discovering meanings
for words they do not
understand. 9/23/18
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 speciJic technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter technologies for concept meet identiJied student instructional materials to
3.5 Using and
matter accessible to accessible to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. Resources matter accessible to understanding and critical
technologies, and
Explores how to make reJlect the diversity of the students. thinking about subject
standards-aligned
IdentiJies technological technological resources classroom and support matter.
instructional
resource needs. available to all students. differentiated learning of Assists student with
materials including
subject matter. equitable access to Ensures that student are
adopted materials, to
materials, resources, and able to obtain equitable
make subject matter
Guides students to use technologies. Seeks access to a wide range of
accessible to all
available print, electronic, outside resources and technologies through
students
and online subject matter support. 5/5/19; 12/8/19 ongoing links to outside
resources based on resources and support.
individual needs. 9/23/18 5/5/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I attempt to use all of the I integrate a wide range of After attending the Get
many provided resources. activities, resources, and Your Teach On conference
There are not enough technologies. My students series, I feel as if I have
hours in a school day to are using the resources moved to the innovating
use each resource we have that will beneJit their level. I engage students
fully, but my students are needs the most. Our math, through adapting, creating,
using the resources that ELA, Bible, and Science and using a wide variety of
will beneJit their needs curriculum has an online resources. During the
the most. Our math, ELA, portion. The students can conference, I gained access
Bible, and Science take quick check quizzes to a wide range of
curriculum has an online for math online or do materials and amazing
portion. We attempt to use enrichment activities for technology resources.
the online portions when vocabulary online. We also Additionally, this have
possible as well. For have access to a variety of given me the conJidence to
example, the students can educational sites such as create my own resources to
take quick check quizzes IXL, Spelling City, etc. I use best support my students
for math online or do these sites for early alongside our curriculum.
enrichment activities for Jinishers or morning work 5/5/20
vocabulary online. We also because they allow
have access to a variety of students to continue
educational sites such as building math and ELA
IXL, Spelling City, etc. I use skills. 12/8/19
these sites for early
Jinishers because they
allow students to continue
building math and ELA
skills. 9/23/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary Seeks additional IdentiJies language Integrates knowledge of Engages English learners in
language and English information describing proJiciencies and English English language assessment of their progress
language proJiciencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. language proJiciencies in of language and content. learners’ strengths and development and in meeting
listening, speaking, Differentiates instruction assessed needs into English content standards. Supports
reading, and writing. Uses using one or more language and content students to establish and
multiple measures for components of English instruction. 12/8/19 monitor language and content
3.6 Addressing the assessing English learners’ language development to 5/5/20 goals.
needs of English performance to identify support English learners.
learners and student Provides adapted materials gaps in English language
with special needs to to help English learners development. Creates and implements Is resourceful and Jlexible in
provide equitable access content. scaffolds to support Develops and adapts the design, adjustment, and
access to the content Attempts to scaffold standards-based instruction instruction to provide a wide elimination of scaffolds based
content using visuals, using literacy strategies, range of scaffolded support on English learners’
models, and graphic SDAIE, and content level for language and content for proJiciencies, knowledge, and
organizers. 9/23/18 English language the range of English learners. skills in the content.
development in order for 12/8/19 5/5/20
students to improve language
proJiciencies and understand
content. 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have one international I feel that I am in the After learning and trying
student in my current applying stage, because I out new strategies with
class. I scaffold the have been able to identify my EL student during the
content to make it the strengthens and areas school year, I feel that I
accessible to him. He of needed growth in my have moved to the
keeps a vocabulary log EL students. I scaffold the integrating stage. This
of words he is content to make it year I am constantly
unfamiliar with. He uses accessible to my EL assessing my EL students’
this log to research the student. He keeps a needs and strengths. I am
words and then we vocabulary log of words better able to understand
discuss their meanings he is unfamiliar with. He which areas and portions
together. I attempt to uses this log to research of our curriculum the EL
scaffold his writing the words and then we students may need
assignments by giving discuss their meanings additional support with. I
him more models, together. In the Jirst half o have adapted my
visuals, and organizers. the year, I provided this instruction and created
This allows him to students with many more new resources to help
organize and write his models, visuals, and provide additional
thoughts clearly. I use organizers. This allowed support and
multiple assessments to him to organize and write accommodations for
check for understanding his thoughts clearly. At language and content
throughout the day, this point in the year, this access for EL students.
week, and quarter. For student has been able to 12/8/19
example, we do verbal understand what I am
check-ins, Jive Jinger expecting. I use multiple
assessments, and assessments to check for
baseline measure tests understanding throughout
to check for growth. the day, week, and quarter.
9/23/18 For example, we do verbal
check-ins, Jive Jinger
assessments, and baseline
measure tests to check for
growth. 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 Utilizes information on the Integrates accommodations, Guides and support the full
range of students identiJied information on the full full range of students adaptations, and extensions range of student with special
with special needs through range of students identiJied identiJied with special needs to instruction for the full needs to actively engage in the
data provided by the school. with special needs to to assess strengths and range of students with assessment and monitor their
address challenges or competencies to provide special needs to ensure own strengths, learning needs,
supports in single lessons appropriate challenge and adequate support and and achievement in accessing
or sequence of lessons. accommodations in challenge. 5/5/20 content.
instruction.
Attends required meeting Communicates and Communicates and
3.6 Addressing the with resource personnel and Cooperates with resource Communicates regularly with collaborates with colleagues, collaborates with resource
needs of English families. personnel, para-educators, resource personnel, para- support staff, and families to personnel, para-educators,
and families during educators, and families to ensure consistent families, leadership, and
learners and student
meetings and activities in ensure that student services instruction. Supports families students in creating a
with special needs to support of learning plans are provided and progress is in positive engagement with coordinated program to
provide equitable and goals. made in accessing optimize success of the full
school.
access to the content appropriate content. range of students with special
Initiates and monitors needs.5/5/20
Learns about referral Refers students as needed in referral processes and
processes for students with a timely and appropriate follow-up meeting to ensure Takes leadership at the site/
special needs. Seeks additional manner supported with that students receive support district and collaborates with
information on struggling documented data over time, and/or extended learning resource personnel to ensure
learners and advanced including interventions tried that is integrated into the the smooth and effective
learners to determine previous to referral. core curriculum. implementations of referral
appropriateness for 9/23/18 5/5/19 12/8/195/5/20 processes.
referral.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I take the time to review I feel that I have moved to When addressing the
special needs students by the integrating stage this needs of English Learners
examining their past Jiles, semester because I have and special needs students,
discussing with past multiple students this I feel that I am in the
teachers, and looking at year that needs such innovating stage. I have
baseline measures. I try to specialized support and excellent communication
discuss with their special accommodations. I have with all parties involved. I
education teachers been consistently ensure that I am helping
multiple times a week to providing unite a team to support the
ensure they are receiving accommodations and child. The child will reach a
what they need in both individual support to meet much higher level of
classrooms. I provide the needs of these success with a team of
appropriate learners. I am challenging support rather than
accommodations in the these students, while disconnecting pieces. I
classroom to help meet supporting them in their have worked closely with
the student needs. I academic endeavors. I am parents, past teachers,
provide extra one-on-one constantly communicating RISE staff, administration,
support and modeling for with parents, admin, and counselors, and others to
this student. 9/23/18 the Rise staff. 12/8/19 help see the success of my
5/5/19 students. 5/5/20