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  
language,  and  academic   identify  connections   concepts,  academic   content  standards,  and   issues,  academic  
3.1  Demonstrating  
content  standards.   between  academic   language,  and  academic   academic  language  in   language,  and  research  to  
knowledge  of  subject  
content  standards  and   content  standards.   ways  that  ensure  clear   make  relevant  
matter  academic  
instruction.   connections  and   connections  to  standards  
content  standards  
relevance  to  students.   during  instruction  and  
7/11/18   extend  student  learning.    
5/5/19  
 
      Discusses  best  practice   Discusses  best  practice  
and  new  research  with   and  new  research  with  
teaching  team  and   teaching  team  and  
coteacher  to  provide  a   coteacher  to  provide  a  
current  and  relevant   current  and  relevant  
curriculum  to  students.   curriculum  to  students.  
Work  with  students  to   Work  with  students  to  
help  them  understand   help  them  understand  
how  content  relates  to   how  content  relates  to  
their  lives.  7/11/18   their  lives.  Teacher  
participates  in  continued  
learning  and  best  practice  
on  how  to  speak  to  
students  about  specific  
  topics,  i.e.  diversity  and  
culture,  and  SEL,  as  well  
as  current  brain  research  
for  best  practices  in  
teaching.  5/5/19  
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.  7/11/18   Engages  student  at  all  
3.2  Applying   vocabulary  following   academic  language.       levels  of  vocabulary,  
knowledge  of   curriculum  guidelines.     Provides  explicit  teaching   Provides  explicit  teaching   academic  language,  and  
student  development   Provides  explicit  teaching   of  essential  vocabulary,   of  specific  academic   proficiencies  in  self-­‐
and  proficiencies  to   of  essential  content   idioms,  key  words  with   language,  text  structures,   directed  goal  setting,  
ensure  student   vocabulary  and   multiple  meanings,  and   grammatical,  and  stylistic   monitoring,  and  
understanding  of   associated  academic   academic  language  in   language  features  to   improvement.    Guides  all  
subject  matter   language  in  single  lessons   ways  that  engage   ensure  equitable  access   students  in  using  analysis  
or  sequence  of  lessons.     students  in  accessing   to  subject  matter   strategies  that  provides  
Explains  academic   subject  matter  text  or   understanding  for  the   equitable  access  and  deep  
language,  formats,  and   learning  activities.   range  of  student  language   understanding  of  subject  
vocabulary  to  support   levels  and  abilities.   matter.  5/5/19  
student  access  to  subject   7/11/18  
matter  when  confusions  
are  identified.  
 
      Ongoing  reflection  of   Ongoing  reflection  of  
students  needs  and   students  needs  and  
development  with   development  with  
coteacher  to  decide  how   coteacher  to  decide  how  
to  present  information   to  present  information  
and  what  strategies  to   and  what  strategies  to  
use  to  support  all   use  to  support  all  
students.    7/11/18   students.    
     
Specific   Specific  
language/vocabulary   language/vocabulary  
instruction  in  all  subject   instruction  in  all  subject  
areas,  as  well  as  Wordly   areas,  as  well  as  Wordly  
Wise  vocabulary   Wise  vocabulary  
program.  Teaching  of  text   program.  Teaching  of  text  
structures,  grammatical   structures,  grammatical  
and  stylistic  language   and  stylistic  language  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
features  in  Writer’s   features  in  Writer’s  
Workshop  and  reading   Workshop  and  reading  
instructions.  7/11/18   instructions.  Teaching  is  
done  whole  group,  small  
group,  and  one-­‐to-­‐one.  
Math  problems  are  often  
given  in  a  way  that  can  be  
naturally  differentiated  
by  each  student  and  their  
level.  All  students  
participated  in  self-­‐
assessment  and  goal  
setting  in  math  and  
reading.    5/5/19  

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.   extend  student   instruction.  
facilitate  student   matter.   understanding.  7/11/18    
understanding  of  the   Ensures  student  
subject  matter   comprehension  and  
facilitates  student  
articulation  about  what  
they  do  and  do  not  
understand.  5/5/19  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
      Often   Often  
reorganizes/combines   reorganizes/combines  
math  lessons  based  on   math  lessons  based  on  
student  needs  or   student  needs  or  
knowledge.  Work  with   knowledge.  Work  with  
teaching  team  and  other   teaching  team  and  other  
multiple  subject  teachers   multiple  subject  teachers  
(technology,  science,  art)   (technology,  science,  art)  
to  incorporate  concepts   to  incorporate  concepts  
cross-­‐circularly  (science   cross-­‐circularly  (science  
incorporates   incorporates  
measurement,  technology   measurement,  technology  
and  art  support  many   and  art  support  many  
 
social  studies  and   social  studies  and  
literature  units  of  study.)   literature  units  of  study.)  
7/11/18   Making  changes  to  
lessons/units/pacing  
based  on  student  
understanding.  Teaching  
often  asking  students  for  
feedback.  When  students  
ask  for  help,  teacher  asks  
where  they  are  stuck  and  
what  they  do  know  –  have  
students  coach  through  
the  work.  5/5/19  
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.  5/5/19  
across  subject  matter.  
7/11/18  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
      Whole  group,  small   Whole  group,  small  
group,  1-­‐to-­‐1  lessons;   group,  1-­‐to-­‐1  lessons;  
incorporate  technology  –   incorporate  technology  –  
SMART  board,  laptops,   SMART  board,  laptops,  
iPads;  cooperate  learning   iPads;  cooperate  learning  
and  groups;  graphic   and  groups;  graphic  
organizers,  etc.  Based  on   organizers,  etc.  Based  on  
the  subject  and  what  is   the  subject  and  what  is  
appropriate  for  the   appropriate  for  the  
lesson.  7/11/18   lesson.    Uses  
manipulatives  in  math  as  
needed  based  on  student  
  needs.  Understanding  of  
concrete,  pictoral,  and  
abstract  thinking  levels  in  
math.  Teacher  has  high  
expectations  for  all  
students,  but  
expectations  are  different  
for  all  learners  based  on  
their  abilities.  Teacher  
uses  Kagan  structures  
and  Depth  and  
Complexity  strategies.  
5/5/19  
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.  12/12/18   critical  thinking  about  
instructional  
Identifies  technological   technological  resources   classroom  and  support     subject  matter.  
materials  including  
resource  needs.   available  to  all  students.   differentiated  learning  of   Assists  student  with    
adopted  materials,  to  
subject  matter.   equitable  access  to   Ensures  that  student  are  
make  subject  matter  
  materials,  resources,  and   able  to  obtain  equitable  
accessible  to  all  
Guides  students  to  use   technologies.  Seeks   access  to  a  wide  range  of  
students  
available  print,  electronic,   outside  resources  and   technologies  through  
and  online  subject  matter   support.   ongoing  links  to  outside  
resources  based  on   resources  and  support.  
individual  needs.  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
7/11/18  

    Constantly  evaluating  our   Constantly  evaluating  our    

current  resources  and   current  resources  and  
looking  for  new   looking  for  new  
literature,  new  apps  and   literature,  new  apps  and  
ways  to  use  technology,   ways  to  use  technology,  
and  updating  our   and  updating  our  
resources,  based  on   resources,  based  on  
students  needs.  Use  new   students  needs.  Use  new  
novels  and  books  for   novels  and  books  for  
small  group  reading,  new   small  group  reading,  new  
resources  for  grammar,   resources  for  grammar,  
  finding  new  math  games   finding  new  math  games  
and  additional  resources   and  additional  resources  
to  support  learning.   to  support  learning.  
7/11/18   Bringing  in  iPads  and  
laptops  for  differentiated  
learning  opportunities.  
Use  a  variety  of  different  
texts  about  the  same  
topic  in  reading  to  allow  
for  all  students  to  
comprehend  the  text.  
12/12/18  
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.   monitor  language  and  
3.6  Addressing  the     English  learners’   language  development  to     content  goals.  
needs  of  English     performance  to  identify  gaps   support  English  learners.      
  in  English  language        
learners  and  student  
Provides  adapted  materials   development.   Creates  and  implements   Develops  and  adapts   Is  resourceful  and  flexible  in  
with  special  needs  to   to  help  English  learners     scaffolds  to  support   instruction  to  provide  a  wide   the  design,  adjustment,  and  
provide  equitable   access  content.   Attempts  to  scaffold  content   standards-­‐based  instruction   range  of  scaffolded  support   elimination  of  scaffolds  
access  to  the  content   using  visuals,  models,  and   using  literacy  strategies,   for  language  and  content  for   based  on  English  learners’  
graphic  organizers.  7/11/18   SDAIE,  and  content  level   the  range  of  English   proficiencies,  knowledge,  
  English  language   learners.   and  skills  in  the  content.  
development  in  order  for  
students  to  improve  
language  proficiencies  and  
understand  content.  
11/11/18    
  Work  with  previous   Work  with  previous      
teachers  to  find  supports   teachers  to  find  supports  
that  work.  Discuss  with   that  work.  Discuss  with  
parents  and  families  to   parents  and  families  to  
better  understand   better  understand  
student’s  language   student’s  language  
proficiencies.  Provide   proficiencies.  Provide  
visuals,  graphic   visuals,  graphic  
organizer,  and  specific   organizers,  and  specific  
language/vocabulary   language/vocabulary  
  instruction.  7/11/18   instruction.  Word  Wall  to  
provide  ongoing  
presentation  of  new  
vocabulary.  Acting  out  
and  illustrating  new  
vocabulary  words,  many  
opportunities  for  
students  to  practice  new  
words.  11/11/18  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Has  an  awareness  of  the  full   Seeks  additional  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.  7/11/18   achievement  in  accessing  
    instruction.     content.  
Attends  required  meeting   Cooperates  with  resource     Communicates  and    
3.6  Addressing  the   with  resource  personnel  and   personnel,  para-­‐educators,   Communicates  regularly   collaborates  with  colleagues,   Communicates  and  
needs  of  English   families.   and  families  during   with  resource  personnel,   support  staff,  and  families  to   collaborates  with  resource  
  meetings  and  activities  in   para-­‐educators,  and  families   ensure  consistent   personnel,  para-­‐educators,  
learners  and  student  
  support  of  learning  plans   to  ensure  that  student   instruction.  Supports   families,  leadership,  and  
with  special  needs  to     and  goals.   services  are  provided  and   families  in  positive   students  in  creating  a  
provide  equitable       progress  is  made  in   engagement  with  school.   coordinated  program  to  
access  to  the  content       accessing  appropriate   7/11/18   optimize  success  of  the  full  
    content.     range  of  students  with  
Learns  about  referral       Initiates  and  monitors   special  needs.    
processes  for  students  with   Seeks  additional  information   Refers  students  as  needed  in   referral  processes  and    
special  needs.   on  struggling  learners  and   a  timely  and  appropriate   follow-­‐up  meeting  to  ensure   Takes  leadership  at  the  
advanced  learners  to   manner  supported  with   that  students  receive   site/district  and  collaborates  
determine  appropriateness   documented  data  over  time,   support  and/or  extended   with  resource  personnel  to  
for  referral.   including  interventions  tried   learning  that  is  integrated   ensure  the  smooth  and  
previous  to  referral.   into  the  core  curriculum.   effective  implementations  of  
7/11/18   referral  processes.  
      Work  with  coteacher  and    
SST  to  implement  
strategies  and  supports,  
accommodations  and  
modifications  for  
students.  Discuss  
supports  with  students  as  
well  so  they  understand  
the  purpose.  7/11/18  
   
Frequent  communication  
with  parents  and  
members  of  the  SST  to  
insure  that  everyone  
understands  supports  
and  is  working  together  
to  support  the  student.  
Ask  parents  for  input  
about  what  is  working  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
and  not  working.  
7/11/18  
 
Refer  students  
throughout  the  year  
when  necessary,  along  
with  supporting  data.  
Collect  data  throughout  
the  year.  Follow  up  
frequently  with  SST  for  
observations  and  
meetings  to  provide  
appropriate  supports  for  
students.  7/11/18