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. 9/27/17 connections and connections to standards
relevance to students. during instruction and
5/2/18 and 12/4/18 extend student learning.

I can backwards plan my Teacher talks about
units from the content current research and
standards I plan to hit. I
can breakdown standard
issues in his/her
not only into their content area;
content components, but explains how this
I can also identify the knowledge impacts
skills required to instructional
demonstrate those skills.
9/27/17 planning 5/2/18 and
12/4/18

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. 4/1/19 Engages student at all
3.2 Applying vocabulary following academic language. 9/27/17 Reassessed levels of vocabulary,
knowledge of curriculum guidelines. 5/2/18 and 12/4/18 Provides explicit teaching academic language, and
student development Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to of essential content Provides explicit teaching language, text structures, directed goal setting,
ensure student vocabulary and of essential vocabulary, grammatical, and stylistic monitoring, and
understanding of associated academic idioms, key words with language features to improvement. Guides all
subject matter language in single lessons multiple meanings, and ensure equitable access students in using analysis
or sequence of lessons. academic language in to subject matter strategies that provides
Explains academic ways that engage understanding for the equitable access and
language, formats, and students in accessing range of student language deep understanding of
vocabulary to support subject matter text or levels and abilities. subject matter.
student access to subject learning activities. 4/1/19
matter when confusions 9/27/17 Reassessed
are identified. 5/2/18 and 12/4/18

I support student Instructional strategies
learning by connecting chosen reflect current
content to the student’s pedagogical research and
prior experiences by demonstrated need of
asking open ended students as defined by
questions about the pre-assessment data.
learning objective at the 4/1/19
start of the lesson.

9/27/17 Reassessed
5/2/18 and 12/4/18


I frontload vocabulary.
9/27/17 Reassessed
5/2/18

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. 5/2/18 extend student instruction.
facilitate student matter. 9/27/17 and 12/4/18 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
My curriculum is Teacher incorporates
well sequenced and the relationships
builds on previous between and among
instruction. Student disciplines when
participate in labs planning curriculum;
and group work that Teacher is aware of
reinforce the lectures other subject matter
and readings. 9/27/17 that is presented at
the grade level and
strives to make
cross-curricular
connections. 5/2/18
and 12/4/18
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. 9/27/17 diverse learning needs. understanding knowledge of subject
5/2/18 and 12/4/18 connections within and matter.
across subject matter.
4/1/19
I am able to engage Teacher is able to Strategies are selected
students in content engage students in and implemented that are
both developmentally
in a way that allows content in a way that appropriate and subject
for student choice allows for student matter appropriate.
through guided choice. 5/2/18 and 4/1/19
inquiry labs and 12/4/18
argument based
inquiry labs. 9/27/17

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 Engages students in
instructional materials, instructional materials, utilizes appropriate of 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. 9/27/17 and skill development in needs and make subject extend student
adapting resources, students. subject matter. Resources matter accessible to understanding and
technologies, and Explores how to make reflect the diversity of the students. critical thinking about
standards-aligned Identifies technological technological resources classroom and support subject matter.
instructional resource needs. available to all students. differentiated learning of Assists student with
materials including 9/27/17 subject matter. 5/2/18 equitable access to Ensures that student are
adopted materials, to and 12/4/18 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. 5/2/18 and
12/4/18
Materials and Teacher plans ways
activities are to extend and deepen
identified and used the learning of
to support the students who
standards-based demonstrate they
curriculum; the understand the
textbook does not concept 5/2/18 and
drive the curriculum. 12/4/18
9/27/17

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
and writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify support English learners.
learners and student gaps in English language
with special needs to Provides adapted materials development. 9/27/17 Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners Reassessed 5/2/18 scaffolds to support instruction to provide a the design, adjustment, and
access to the content access content. standards-based instruction wide range of scaffolded elimination of scaffolds
Attempts to scaffold content using literacy strategies, support for language and based on English learners’
using visuals, models, and SDAIE, and content level content for the range of proficiencies, knowledge,
graphic organizers. English language English learners. and skills in the content.
9/27/17 Reassessed development in order for
students to improve
5/2/18
language proficiencies and
understand content.
Teacher integrates
ELD, SDAIE and
academic language
components into the
lesson. 9/27/17
Reassessed 5/2/18

Teacher provides

graphic organizers to
help students
develop lab
procedures and
arguments. 9/27/17
Reassessed 5/2/18
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 identified information on the full full range of students adaptations, and extensions range of student with
with special needs through range of students identified identified with special needs to instruction for the full special needs to actively
data provided by the school. with special needs to to assess strengths and range of students with engage in the assessment
address challenges or competencies to provide special needs to ensure and monitor their own
supports in single lessons or appropriate challenge and adequate support and strengths, learning needs,
sequence of lessons. accommodations in challenge. 12/4/18 and achievement in
9/27/17 instruction. 5/2/18 accessing content. 4/1/19
Attends required meeting Communicates and
with resource personnel and Cooperates with resource Communicates regularly collaborates with colleagues, Communicates and
3.6 Addressing the families. personnel, para-educators, with resource personnel, support staff, and families to collaborates with resource
needs of English and families during para-educators, and families ensure consistent personnel, para-educators,
learners and student meetings and activities in to ensure that student instruction. Supports families, leadership, and
with special needs to support of learning plans services are provided and families in positive students in creating a
provide equitable and goals. 9/27/17 progress is made in engagement with school. coordinated program to
access to the content accessing appropriate 12/4/18 optimize success of the full
Seeks additional content. 5/2/18 range of students with
Learns about referral information on struggling Initiates and monitors special needs. 4/1/19
processes for students with learners and advanced Refers students as needed in referral processes and
special needs. learners to determine a timely and appropriate follow-up meeting to ensure Takes leadership at the
appropriateness for referral. manner supported with that students receive site/district and
9/27/17 documented data over time, support and/or extended collaborates with resource
including interventions tried learning that is integrated personnel to ensure the
previous to referral. into the core curriculum. smooth and effective
5/2/18 12/4/18 implementations of referral
processes. 4/1/19
Teacher integrates UDI Teacher has a wide Teacher provides Teacher discusses the
and academic language repertoire of strategies language stems for implications of CELDT
components into the that are utilized to teach students to use which data for instructional
lesson for all students as diverse learners. 5/2/18 ensure complete planning and scaffold
a matter of best practices. sentence responses. development. 4/1/19
9/27/17 Student seating in the 12/4/18
classroom is strategic to
Teacher provides meet the special needs of
scaffolded graphic the learners. 5/2/18
organizers to help
students develop lab
procedures and
arguments. 9/27/17