CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive
knowledge of subject subject matter and explains the relationship inter-relationships of knowledge of subject
matter, related academic academic language to between essential concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections subject matter concepts, content standards, and issues, academic
knowledge of subject content standards. between academic academic language, and academic language in language, and research to
matter academic content standards and academic content ways that ensure clear make relevant
content standards instruction. standards. connections and relevance connections to standards
9/30/18 to students. during instruction and
extend student learning.

I can look at learning

goals and know what the
prerequisite learning is to
achieve that goal. I can
scaffold appropriately so
that students can achieve
that goal.

I want to improve at
knowing where currently
learning goals fit into the
broader scope of the
discipline as a whole.
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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. 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.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge range of students knowledge of students to
of student development development into guide all students to
and proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse ensure student understand subject
learning 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
levels of vocabulary,
Provides explicit Provides explicit teaching academic language, and
teaching of essential of specific academic proficiencies in self-
vocabulary, idioms, key language, text structures, directed goal setting,
words with multiple grammatical, and stylistic monitoring, and
meanings, and academic language features to improvement. Guides all
language in ways that ensure equitable access to students in using analysis
engage students in subject matter strategies that provides
accessing subject matter understanding for the equitable access and deep
text or learning range of student language understanding of subject
activities. levels and abilities. matter.
9/30/18
I understand the
developmental stage of
my students and adapt
instruction so that it is
accessible to all my
students.
I help students access
prior knowledge of new
topics using mind maps
or KWL charts.
I explicitly teach
vocabulary.
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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 to organize and adjust and related resources to
support student lessons or sequence of and adjust the instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support curriculum to ensure across subject matter to organize and adjust
curriculum to subject matter. understanding of subject student understanding. extend student instruction.
facilitate student matter. 9/30/2018 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I adjust instruction so
students can access the
curriculum and
understand the material.

I help students make

connections across
curriculum through our
PBL approach. I want to
help students make more
of these connections on
their own.
9/30/18
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, develop enthusiasm,
instructional lessons to increase academic language to ensure student meta-cognitive abilities,
strategies that are student understanding of appropriate to subject 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. diverse learning needs. understanding knowledge of subject
9/30/18 connections within and matter.
across subject matter.
I am able to allow for
some student choice, but
would like to be able to
do that more often.

I choose age appropriate

and developmentally
appropriate activities for
students.

I check for
understanding through
questioning, student self-
assessment, formative
assessments and
summative assessments.

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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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. matter accessible to understanding and
technologies, and
Explores how to make Resources reflect the students. critical thinking about
standards-aligned
Identifies technological technological resources diversity of the subject matter.
instructional
resource needs. available to all students. classroom and support Assists student with
materials including
differentiated learning of equitable access to Ensures that student are
adopted materials, to
subject matter. materials, resources, and able to obtain equitable
make subject matter
technologies. Seeks access to a wide range of
accessible to all
Guides students to use outside resources and technologies through
students
available print, support. ongoing links to outside
electronic, and online resources and support.
subject matter resources
based on individual
needs.
I would like to
individualize learning
more by using technology
as a tool to make subject
matter more accessible to
students.

I use a range of
technology, from
interactive games, video
and Google drive to
advance learning, but
could differentiate more.
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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 instruction. monitor language and
English learners’ English language content goals.
3.6 Addressing the performance to identify gaps development to support
needs of English in English language English learners.
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
learners and student
to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
with special needs to access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
provide equitable using visuals, models, and standards-based for language and content for based on English learners’
access to the content graphic organizers. instruction using literacy the range of English learners. proficiencies, knowledge,
strategies, SDAIE, and and skills in the content.
content level English
language development in
order for students to
improve language
proficiencies and
understand content.
9/30/18

I use techniques from

SDAIE such as sentence
starters to help ELs
engage in discussion.

I allow students with

special needs to access
information in different
ways, I would like to
work on allowing
students to express their
learning in different
ways.

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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
with resource personnel and
3.6 Addressing the families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
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.
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The seating in my
classroom is strategic to
meet the special needs of
students.
I work closely with
families and outside
support to help students
reach their learning
goals.
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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.
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.
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.