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
knowledge of subject subject matter and the relationship between inter-relationships of subject matter concepts,
3.1 Demonstrating matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
knowledge of subject language, and academic identify connections concepts, academic standards, and academic language, and research to
matter academic content standards. between academic content language, and academic language in ways that make relevant connections to
content standards standards and instruction. content standards. 5/5/18, ensure clear connections standards during instruction
9/22/17 10/30/18, 4/20/19 and relevance to students. and extend student learning.

Regularly review content Discusses the “why” in

standards with colleagues lessons with students in
during lesson planning relation to content standards
and professional and real world application
development to better of lessons. Models and
familiarize myself with encourages use of
the standards and how appropriate academic
they relate to the current language, and supports use
curriculum and the of academic language for
development of new EL’s through use of word
curriculum. Plan entry walls, and graphic
level assessments and organizers. Continues to
conversations to see research standards and 5th
where students’ prior grade content, especially
knowledge stands. focusing this last semester
9/22/17 on math and science. In the
process of creating more
well rounded fractions,
measurement, and division
units in math, and Earth and
Life Science units in
science. Aligning new units
to NGSS standards with 5th
grade colleagues.

Practice new teaching skills

acquired from attending
PD’s on Reader's and
Writer’s workshop.
10/30/18, and several math
and SBAC Test Prep
trainings4/20/19
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
vocabulary following academic language.
3.2 Applying curriculum guidelines. 9/22/17
knowledge of student
development and Provides explicit teaching
proficiencies to ensure of essential content
student understanding vocabulary and associated
of subject matter academic 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.
9/22/17
Applying
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. 5/5/18,
10/30/18, 4/20/19
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.
5/5/18, 10/30/18, 4/20/19
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related
academic language. Engages student at all levels
of vocabulary, academic
Provides explicit teaching language, and proficiencies
of specific academic in self-directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to ensure students in using analysis
equitable access to subject strategies that provides
matter 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

Element Emerging Exploring Applying Integrating Innovating

Teacher connects Models and promotes use of
historical events to essential vocabulary and
literature and current academic language through
events. Teacher supports use of unit specific word
student learning by walls and graphic
connecting to their prior organizers in class. Further
knowledge or life differentiating instruction
experience. Explains and through the use of leveled
discusses vocabulary in reading groups and front
meaningful context. loading vocabulary for
9/22/17 lower level groups and
groups with EL’s. Using
Newsela to provide students
with social studies and
science articles at a variety
of lexile levels.Addition of
word walls in science,
social studies, math, and
ELA to supportt student
learning and proper use of
academic language.
10/30/18, and incorporation
of figurative language study
with art and visuals for EL’s
4/20/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying Integrating Innovating
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and considers curriculum and student curriculum and resources to curriculum and related
adjustments in single readiness to organize and organize and adjust resources to flexibly and
lessons or sequence of adjust the curriculum to instruction within and effectively organize and
lessons to support ensure student across subject matter to adjust instruction.
understanding of subject understanding. 9/22/17, extend student
matter. 5/5/18, 10/30/18 understanding. 4/20/19 Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Throughout lessons teacher Makes modifications to
continually checks for curriculum and lessons
understanding with based on student
students, and adjusts/ engagement, interests, and
modifies instruction as understanding. Continually
needed. Occasionally, small amending lessons to include
group work is used to meeting students' learning
reinforce concepts with needs, including supporting
smaller groups of students EL's and challenging GATE
who need additional students. 4/20/19
support. Teaches for depth
of knowledge instead of
breadth. 9/22/17
Additionally, using review
techniques such as “quiz
shows” and study groups to
encourage students to
support each other in their
learning. Review and reflect
after teaching lessons to see
where common
misconceptions were
among students and
brainstorming with
colleagues to make changes
to improve the clarity of
lessons. Incorporating
articles at varying lexile
levels for better
understanding among
readers at different levels in
science and social studies.
Researching and reviewing
newly adopted Benchmark
teaching materials to what
makes the most sense to
incorporate into future
lessons for students. 5/5/18
Familiarizing myself with
Benchmark ELA
curriculum and beginning to
incorporate into instruction.
10/30/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional strategies Gathers and uses
that are provided in the additional instructional
curriculum. strategies in single
3.4 Utilizing lessons or sequence of
instructional strategies lessons to increase
that are appropriate to student understanding of
the subject matter academic language
appropriate to subject
matter. 9/22/17, 5/5/18
Teacher uses additional
resources to supplement
instruction on a subject by
subject basis. Teacher
encourages active
participation in all
students throughout
methods such as pulling
names and popcorn
reading during group
reading. Teacher assigns
jobs to each students
within small groups.
9/22/17
Along with the above
mentioned, also model
and use conversation
norms with and among
students in small, partner,
and whole group settings.
Developing NGSS
aligned science units that
are sequined in aa
practical and thoughtful
way to promote
scaffolding and support
student comprehension
and learning. 5/5/18
Applying Integrating Innovating
Selects and adapts a variety Integrates instructional Uses an extensive repertoire
of instructional strategies to strategies appropriate to of instructional strategies to
ensure student subject matter to meet develop enthusiasm, meta-
understanding of academic students’ diverse learning, cognitive abilities, and
language appropriate to to ensure student support and challenge the
subject matter and that understanding of academic full range of student towards
addresses students’ diverse language, and guide student a deep knowledge of subject
learning needs. 10/30/18, in understanding matter.
4/20/19 connections within and
across subject matter.
Instructional strategies
include choosing
curriculum and lessons that
are engaging for students
such as Mystery Science
and choosing novels for
read alouds based on
student interest.
Differentiation of
instruction based on student
needs across curriculum
(i.e. word processing made
available to students with
fine motor challenges,
sentence starters and frames
for students reading below
grade level, and for EL's,
word walls displayed in
class so that academic
language is readily
accessible to students and
accompanied by visuals to
support EL’s. Strategic
grouping and partnering of
students to promote focus
and learning. 10/30/18,
4/20/19 Continue to strive
to make cross curricular
connections including ELA,
Social Studies, and Science.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
3.5 Using and adapting students. to students. 9/22/17, subject matter. Resources needs and make subject extend student understanding
resources, technologies, 5/5/18 reflect the diversity of the matter accessible to and critical thinking about
and standards-aligned Identifies technological classroom and support students. subject matter.
instructional materials resource needs. Explores how to make differentiated learning of
including adopted technological resources subject matter. 10/30/18, Assists student with Ensures that student are able
materials, to make available to all students. 4/20/19 equitable access to to obtain equitable access to
subject matter 9/22/17, 5/5/18 materials, resources, and a wide range of technologies
accessible to all Guides students to use technologies. Seeks outside through ongoing links to
students available print, electronic, resources and support. outside resources and
and online subject matter support.
resources based on
individual needs. 10/30/18,
4/20/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Looking into setting up a Checks for understanding
chrome book in the throughout instruction with
classroom so that studentsa “thumbs up, sideways, or
have computer access in down” system and adapts
class for word processing and modifies lessons as
and research. Researching needed based upon student
ways to extend and understanding and
deepen the understanding engagement. Reteach of
of students who lessons in small group
demonstrate the setting to promote clearer
understanding of a lesson.understanding for students
Researching educational who are struggling.
websites that students canModifies Mystery Science
utilize in the computer lab
lessons based on
when appropriate. 9/22/17 instructional time, and
learning needs of the
Computer center with one group. Encourages students
Chromebook successfully to extend science and social
set up and implemented in studies lessons by reading
classroom, however related articles based on
continuing to look into their individual lexile levels
grants that would provide on Newsela and Raz Kids.
students with one to one 10/30/18,Adapts lessons to
technology on a daily meet students’ needs
basis. 5/5/18 including the integrating the
use of word processing for
students with fine motor
challenges, providing
sentence starters to assist
students with writing, and
continue to research and
acquire resources online to
amend lessons in ways
specific to individual
learning needs (i.e. larger
print, more challenging
algorithms, etc.) 4/20/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development. 9/22/17,
5/5/18
Attempts to scaffold content
using visuals, models, and
graphic organizers. 9/22/17.
5/5/18
Identifies language
proficiencies and English
learner strengths in the study of
language and content.
Differentiates instruction using
one or more components of
English language development
to support English learners.
10/30/18, 4/20/19
Creates and implements
scaffolds to support standards-
based instruction using literacy
strategies, SDAIE, and content
level English language
development in order for
students to improve language
proficiencies and understand
content. 10/30/18, 4/20/19
Integrates knowledge of
English language development,
English learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support for
language and content for the
range of English learners.
Engages English learners in
assessment of their progress in
English language development
and in meeting content
standards. Supports students to
establish and monitor language
and content goals.
Is resourceful and flexible in the
design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
skills in the content.

Teacher uses EDL Creates and implements

standards to address the scaffolds for EL’s including;
needs of EL students and choosing engaging lessons
uses ELD materials with visual scaffolds,
provided with standard modifying lessons and
curriculum. Teacher worksheets with word
utilizes models, visuals, banks, sentence starters, and
charts, and sentence sentence frames, total
frames to assist EL physical response, realia,
students. 9/22/17 taking assessment data into
consideration to properly
Additionally, teacher uses level support. 10/30/18
Newsela articles of Utilize strategic grouping to
varying lexile levels for support language
science and social studies. development in EL’s,
Vocabulary is front loaded provide speakng and
per chapter for leveled listening opportunities in
reading groups with EL partner and small group
students. 5/5/18 settings. 4/20/19
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
3.6 Addressing the 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.
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. 9/22/17
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
9/22/17
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 9/22/17
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. 5/5/18, 10/30/18,
4/22/19
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services are
provided and progress is made
in accessing appropriate
content. 5/5/18,
10/30/18,4/22/19
Refers students as needed in a
timely and appropriate manner
supported with documented data
over time, including interventions
tried previous to referral. 5/5/18,
10/30/18, 4/22/19
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Attend IEP meetings and I meet and work more
works with Special closely and regularly with
Education teacher to Resource Specialist
mainstream students with regarding specialized
special needs into instruction for students with
portions of the IEP and 504 Plans.
instructional day. Meet Requested an SST on
with Resource Specialist struggling student with
regarding students with ADD/ADHD and
504 Plans and IEP’s. successfully advocated for a
Communicate with 504 Plan for him to get him
parents to learn more the additional support and
about how to support accommodations that he
students with medically clearly needed in order to
unidentified special needs be successful. Conference
and ADD/ADHD. more regularly with EL’s on
Incorporate lesson/testing their reading and writing
modifications for those and use data from
students who require it. conferences and
9/22/17 observations to further
differentiate instruction.
10/30/18,4/22/19