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. connections and connections to standards
relevance to students. during instruction and
7/10/18 12/10/18 extend student learning.
5/4/19
• Teacher has a broad
knowledge of the
subject matter
• Classroom
instruction includes
connections to
current research, and
to other class topics
or subject matter
7/10/18 12/10/18
• Classroom
instruction includes
relating concepts to
daily life and real
work examples
5/4/19
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. 7/10/18 Engages student at all
3.2 Applying vocabulary following academic language. 12/10/18 5/4/19 levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, Provides explicit teaching proficiencies in self-
and proficiencies to of essential content idioms, key words with of specific academic directed goal setting,
ensure student vocabulary and multiple meanings, and language, text structures, monitoring, and
understanding of associated academic academic language in grammatical, and stylistic improvement. Guides all
subject matter language in single lessons ways that engage language features to students in using analysis
or sequence of lessons. students in accessing ensure equitable access strategies that provides
Explains academic subject matter text or to subject matter equitable access and deep
language, formats, and learning activities. understanding for the understanding of subject
vocabulary to support range of student language matter. 12/10/18 5/4/19
student access to subject levels and abilities.
matter when confusions 7/10/18
are identified.

• Classroom • utilizes quizlet and
instruction includes kahoot to review key
relating concepts to vocabulary and
daily life and real analyzes those
work examples results to plan future
• Daily warm ups are lessons 12/10/18
used to assess prior • shares optional
knowledge socrative quizzes for

• key vocabulary is students to monitor
reviewed with the their own learning
class 7/10/18 5/4/19
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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. extend student instruction. 12/10/18
curriculum to
matter. understanding. 7/10/18 5/4/19
facilitate student

understanding of the
Ensures student
subject matter
comprehension and
facilitates student
articulation about what
they do and do not
understand.
• Teacher references • Adjusts curriculum to
and reviews best enhance student
connections to learning of key ideas
previous topics when 12/10/18
introducing new • Works with group of
concepts level teachers to
• Coursework is adjust class calendar
organized and curriculum
continuously build 5/4/19
upon previous
concepts and skills
7/10/18
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. diverse learning needs. understanding knowledge of subject
connections within and matter. 12/10/18 5/4/19
across subject matter.
7/10/18
• Teacher uses a wide • Incorporates a wide
variety of variety of technology
instructional tools to enhance
strategies including student learning:
think pair share, class kahoot, quizlet,
discussion, socrative, edpuzzle,
interactive review examplify 12/10/18
games, practice 5/4/19
quizzes, lab work,
hands on activities
• Students are actively
engaged in activities
such as lab activities
and interactive
technology based
reviews such as
kahoot, socrative, and
quizlet live 7/10/18
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 specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. 7/10/18 critical thinking about
instructional
Identifies technological technological resources classroom and support 12/10/18 subject matter. 5/4/19
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
subject matter. Assists student with Ensures those students
make subject matter
equitable access to are able to obtain
accessible to all
Guides students to use materials, resources, and equitable access to a wide
students
available print, electronic, technologies. Seeks range of technologies
and online subject matter outside resources and through ongoing links to
resources based on support. 7/10/18 outside resources and
individual needs. support. 12/10/18
• Teacher uses videos, • Each student has ipad
interactive demos, in class and to take
interactive games home. Students can
such as kahoot, access resources on
quizlet live, and ipads 12/10/18
edpuzzle to enhance 5/4/19
student learning • Students are assigned
• Teacher works with research projects in
student counselors to which they must find
support students resources to extend
7/10/18 their knowledge on a
certain topic 5/4/19
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 English instruction. 5/4/19 monitor language and
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 7/10/18 12/10/18
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
7/10/18 12/10/18 5/4/19
• Strategic seating • Guided notetakers
assignments are are utilized to help
utilized 7/10/18 students understand
12/10/18 readings 5/4/19

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. 7/10/18 achievement in accessing
instruction. 12/10/18 5/4/19 content.
Attends required meeting Cooperates with resource
with resource personnel and personnel, para-educators, Communicates regularly Communicates and Communicates and
3.6 Addressing the families. and families during with resource personnel, collaborates with colleagues, collaborates with resource
needs of English meetings and activities in para-educators, and families support staff, and families to personnel, para-educators,
learners and student support of learning plans to ensure that student ensure consistent families, leadership, and
with special needs to and goals. services are provided and instruction. Supports students in creating a
provide equitable progress is made in families in positive coordinated program to
access to the content accessing appropriate engagement with school. optimize success of the full
content. 7/10/18 range of students with
Learns about referral special needs. 12/10/18
processes for students with Seeks additional information Refers students as needed in Initiates and monitors 5/4/19
special needs. on struggling learners and a timely and appropriate referral processes and
advanced learners to manner supported with follow-up meeting to ensure Takes leadership at the
determine appropriateness documented data over time, that students receive site/district and collaborates
for referral. including interventions tried support and/or extended with resource personnel to
previous to referral. learning that is integrated ensure the smooth and
into the core curriculum. effective implementations of
7/10/18 12/10/18 referral processes. 5/4/19
• Teacher works • Teacher emails and
closely with student meets with student
counselors, parents, counselors and
and excel teachers to parents to support
support student student learning and
learning success 12/10/18
• Teacher arranges o • Teacher personally
meet with students meets with
outside of class counselors to best
during after school support students
help hours and off with special needs
periods 7/10/18 5/4/19