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. ensure clear connections standards during instruction
7/17/18 and relevance to students. and extend student learning.
12/6/18 and 5/6/2019
I look at subject matter I understand the
and identify academic relationship between
language that will connect standards and how they
with student schema or connect with the curriculum
cross curricular matter content. I share the
from the standards. I trajectory of our learning
understand that certain often with students so they
content, vocab, and understand how their
standards must be learning is connected and
understood before taught in progressional
mastering new ones. I steps. I adapt curriculum to
find supplemental make the standards clear to
resources that align with student and involve them in
curriculum standards and the goal setting process
student needs.7/17/18 based on their individual
need. 12/6/18 and 5/6/2019
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.
knowledge of student Provides explicit teaching
development and of essential content
proficiencies to ensure vocabulary and associated
student understanding academic language in
of subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary
to support student access
to subject matter when
confusions are identified.
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. 7/17/18
and 12/6/18
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.
7/17/18 and 12/6/18
Integrating
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the subject
matter including related
academic language.
5/6/2019
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to ensure
equitable access to subject
matter understanding for the
range of student language
levels and abilities.
5/6/2019
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to develop
proficiencies, understand
subject matter including
related academic language.
Engages student at all levels
of vocabulary, academic
language, and proficiencies
in self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.
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
I use previously learned
strategies or academic
language to support the
teaching of new concepts or
vocabulary. I am aware of
the diverse abilities of my
students and teach them
appropriate strategies that
build upon strategies they
already know. 7/17/18 and
12/6/18
I implement movement,
visuals, examples, or other
scaffolds to support
teaching of new concepts
and vocabulary. 7/17/18
and 12/6/18
Examines organization of Uses knowledge of
curriculum and considers curriculum and student
adjustments in single readiness to organize and
lessons or sequence of adjust the curriculum to
lessons to support ensure student
understanding of subject understanding. 7/17/18
matter.
Integrating Innovating
In addition to previous
evidence, my deepened
understanding of individual
students has allowed me to
differentiate more as I
support them in their areas
of growth and enrichment.
For example, I might use
different academic language
(i.e. more extensive or more
scaffolded) depending on
which student I am
engaging with and
supporting. 5/6/2019
I introduce new vocabulary
in beginning of a unit or
lesson. I say it, write it on
the board, provide visual if
appropriate, use a personal
story or example to explain
it, and possibly attach a
kinesthetic movement to
expose new vocabulary is a
myriad of ways that play
into different styles of
learning. 5/6/2019
Integrates knowledge of Uses extensive knowledge of
curriculum and resources to curriculum and related
organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
extend student
understanding. 12/6/18 and Ensures student
5/6/2019 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

As grade level lead, I
worked with my team to
adjust and organize
curriculum as needed, based
on our knowledge and
observations of student
understanding. 7/17/18
Based on knowledge of my
students and curriculum/
standards, I make
adjustments to meet the
needs of my class. I also
form connections across
subjects in order to create
connections and solidify
information. 12/6/18 and
5/6/2019

Uses instructional strategies Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive repertoire
that are provided in the additional instructional of instructional strategies to strategies appropriate to of instructional strategies to
curriculum. strategies in single ensure student subject matter to meet develop enthusiasm, meta-
lessons or sequence of understanding of academic students’ diverse learning, cognitive abilities, and
3.4 Utilizing lessons to increase language appropriate to to ensure student support and challenge the
instructional strategies student understanding of subject matter and that understanding of academic full range of student towards
that are appropriate to academic language addresses students’ diverse language, and guide student a deep knowledge of subject
the subject matter appropriate to subject learning needs. 12/6/18 in understanding matter.
matter. 7/17/18 connections within and
across subject matter.
5/6/2019
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

As a newer teacher, I feel Some examples of I have a larger tool belt of
that I am still gathering instructional strategies that I strategies that I implement
more instructional use to ensure student regularly to ensure student
strategies to add to my understanding is check for understanding of academic
tool belt in order to meet understandings, language. In addition, they
the needs of my students technological resources to are continuously asked to
and use the appropriate reinforce materials, graphic think about, share, and
ones based on the subject organizers, sentence frames, write about connections
matter and curriculum and explaining academic they are making across
pacing. I am to provide language. 12/6/18 subjects or personal
students with choice and experiences, schema, etc.
allow them multiple 5/6/2019
opportunities to show
their learning. 7/17/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses available instructional
materials, resources, and
technologies for specific
lessons to make subject
3.5 Using and adapting matter accessible to
resources, technologies, students. 7/17/18
and standards-aligned
instructional materials Identifies technological
including adopted resource needs. 7/17/18
materials, to make
subject matter
accessible to all
students
I use available instructional
materials, resources, and
technologies provided by
my school site—such as
manipulatives, curriculum
materials, and iPads to
make subject matter
accessible. 7/17/18
This is an area of growth
that I’ve identified needs
work in order to make
subject matter more
accessible and exciting to
my students. 7/17/18
Exploring
Explores additional
instructional materials,
resources, and
technologies to make
subject matter accessible
to students.
Explores how to make
technological resources
available to all students.
12/6/18
Additional evidence to
this is graphic organizers,
technological programs
that differentiate learning,
print materials that offer
scaffolding or challenges.
I have been intentionally
researching and slowly
implementing more
technological resources
into my classroom.
12/6/18
Applying
Selects, adapts, and utilizes
appropriate instructional
materials, resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Integrating Innovating
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies, and
instructional materials to standards-aligned
meet identified student instructional materials to
needs and make subject extend student understanding
matter accessible to and critical thinking about
students. 5/6/2019 subject matter.
Assists student with Ensures that student are able
equitable access to to obtain equitable access to
materials, resources, and a wide range of technologies
technologies. Seeks outside through ongoing links to
resources and support. outside resources and
5/6/2019 support.
As highlighted in previous
categories, I am now able to
integrate a wide variety of
resources and technologies
to meet student needs.
These resources have come
from those provided in
“playlists” from this
program, personal research,
and collaborating with
colleagues. 5/6/2019
As I use a variety of
resources, I also help
students access resources,
have experience with
technology, and use
appropriate scaffolds to
support their individual
learning journals. 5/6/2019
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
Provides adapted materials to
3.6 Addressing the help English learners access
needs of English content.
learners and student
with special needs to
provide equitable
access to the content
Exploring Applying Integrating Innovating
Seeks additional Identifies language Integrates knowledge of Engages English learners in
information describing proficiencies and English English language development, assessment of their progress in
elements of culture and learner strengths in the English learners’ strengths and English language development
language proficiencies in study of language and assessed needs into English and in meeting content
language and content standards. Supports students to
listening, speaking, content. Differentiates instruction. establish and monitor language
reading, and writing. Uses instruction using one or and content goals.
multiple measures for more components of
assessing English English language
learners’ performance to development to support Develops and adapts Is resourceful and flexible in the
identify gaps in English English learners. 5/6/2019 instruction to provide a wide design, adjustment, and
range of scaffolded support for elimination of scaffolds based
language development.
language and content for the on English learners’
7/17/18 and 12/6/18
range of English learners. proficiencies, knowledge, and
Creates and implements
skills in the content.
Attempts to scaffold scaffolds to support
content using visuals, standards-based instruction
models, and graphic using literacy strategies,
organizers. 7/17/18 and SDAIE, and content level
12/6/18 English language
development in order for
students to improve
language proficiencies and
understand content.
5/6/2019
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I seek additional I use my knowledge of
information such EL individual student
specialist and CELDT development, EL strategies,
scores to support my and visual resources to
understanding of the differentiate instruction to
development of my EL support EL learners.
learners. 7/17/18 and 5/6/2019
12/6/18
I look up already created
I use visuals, models, resources to help EL
graphic organizers, and students access the content.
small group instruction to I adapt resources as needed
support their to support the diverse needs
understanding. 7/17/18 of these students. I regularly
and 12/6/18 use visuals and/or examples
to support students during
direct instruction. I check in
with students before and
during independent work.
5/6/2019
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.
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.
Integrating
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge. 7/17/18 and 12/6/18
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
7/17/18 and 12/6/18
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. 7/17/18 and
12/6/18 and 5/6/2019
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. 5/6/2019
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. 5/6/2019
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

I integrate the I effectively support the full
accommodations provided range of students with special
in student IEPs as well as needs by supporting them in
my own (based on my both academic and social/
emotional areas. I work to
knowledge and develop their group work skills,
relationships with students) independence, and academic
in order to provide support. progress. 5/6/2019
I also provide extensions
for students who may need
more challenge within the I communicate and collaborate
material. 7/17/18 and with all stakeholders (parents,
12/6/18 SPED, admin, outside
therapists) regularly in order to
I communicate and best support student, monitor
progress, and gather new ideas.
collaborate regularly with 5/6/2019
colleagues, support staff,
and families in order to
ensure consistent
instruction that best
supports each student. I
also meet with
administration occasionally
to reviews data and identify
students who may be falling
behind. 7/17/18 and 12/6/18

If I see a student who needs

additional help I initiate
conversations, meetings,
and follow up in order to
ensure that students are
being advocated for.
7/17/18 and 12/6/18 and
5/6/2019