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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject
content standards. between academic content language, and academic language in ways that make relevant connections
matter academic
standards and instruction. content standards. ensure clear connections to standards during
content standards
6/24/18 10/28/18 12/12/18 and relevance to students. instruction and extend
5/7/19 student learning.

-I can look at a standard

or learning goal and
identify prerequisite
skills/knowledge needed.
6/24/18
10/28/18 12/12/18
5/7/19
-I can identify where a
concept or lesson fits into
the broader sequence.
6/24/18
10/28/18 12/12/18
5/7/19
-I can incorporate
academic language and
vocabulary into lessons
purposefully. 6/24/18
10/28/18 12/12/18
5/7/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 that
understanding of subject 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.
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.
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.
6/24/18 10/28/18 12/12/18
5/7/19
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic language.
6/24/18 10/28/18 12/12/18
5/7/19
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.
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.

-Key words are explicitly -I can assess the various

taught in relevant and
varied ways. 6/24/18
10/28/18 12/12/18 5/7/19
-I use Quizlet to create
interactive vocabulary
flashcards. (ISTE
Standard 5a.) 12/12/18
5/7/19
skills that are needed
(academic knowledge,
social skills, etc.) to ensure
student engagement and
success. 6/24/18
-I use pre-assessments to
gauge student levels.
6/24/18

I integrate technology as I
learn more about
childhood development
through sites such as
the National Association
for Child Development.
(ISTE Standard 1a. I set
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 subject matter.
3.3 Organizing
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying Integrating Innovating
professional learning
goals; explore and apply
pedagogical approaches
made possible by
technology; and reflect on
my effectiveness.)
12/12/18 5/7/19
-I am currently reading a
book on 2nd grader
development 12/12/18
5/7/19
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and considers curriculum and student curriculum and resources to of 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. extend student
matter. understanding. 6/24/18 Ensures student
10/28/18 comprehension and
12/12/18 5/7/19 facilitates student
articulation about what
they do and do not
understand. 10/28/18
12/12/18 5/7/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element
Uses instructional
strategies that are provided
in the curriculum.
3.4 Utilizing
instructional strategies
that are appropriate to
the subject matter
Emerging Exploring
Gathers and uses additional
instructional strategies in
single lessons or sequence
of lessons to increase
student understanding of
academic language
appropriate to subject
matter.
Applying
Selects and adapts a variety
of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs. 6/24/18
11/11/18 12/12/18
Integrating
-I make cross-curricular
connections to deeper
student understanding and
relevance. 6/24/18
-I can plan and adapt lesson
sequence in response to
students. 6/24/18
-I make connections to
previous lessons to help my
students build on their
learning. 6/24/18
-I make connections to
previous lessons to help
my students build on
their learning. Each
lesson in a series on
growth mindset builds on
the one that came before
it and utilizes
technological tools. (ISTE
Standard 5b.) 11/11/18
4/7/19
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning,
to ensure student
understanding of academic
language, and guide
student in understanding
connections within and
across subject matter.
5/7/19
Innovating
-I provide students with
ways to express their
understanding, such as a
thumbs up/down/side,
sentence frames (“I didn’t
know, but now I know…”),
and explicit lessons on how
to ask for help when you
don’t understand. 11/7/18
4/7/19
-I emphasize depth over
breadth and use a variety of
strategies to ensure student
understanding. 12/12/18
4/7/19
Uses an extensive
repertoire of instructional
strategies to develop
enthusiasm, meta-cognitive
abilities, and support and
challenge the full range of
student towards a deep
knowledge of subject
matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

-Regular checks for
understanding (both self-
assessment and teacher-
assessment) 6/24/18
11/11/18 12/12/18
-Instructional strategies are
varied and responsive to
students’ development and
learning style 6/24/18
11/11/18 12/12/18
I’ve made growth in
supporting students in
making connections
between subject areas. I am
using grammar lessons to
support their writing and
connecting social studies to
science. 4/7/19

-Opportunities for student

choice 6/24/18 11/11/18
12/12/18

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 technologies materials, resources, and technologies, and resources, technologies,
3.5 Using and adapting
lessons to make subject to make subject matter technologies for concept instructional materials to and standards-aligned
resources,
matter accessible to accessible to students. and skill development in meet identified student instructional materials to
technologies, and
students. 6/24/18 subject matter. Resources needs and make subject extend student
standards-aligned
reflect the diversity of the matter accessible to understanding and critical
instructional materials
Identifies technological Explores how to make classroom and support students. thinking about subject
including adopted
resource needs. 6/24/18 technological resources differentiated learning of matter.
materials, to make
available to all students. subject matter. 11/11/18 Assists student with
subject matter
11/11/18 12/12/18 4/7/19 12/12/18 4/7/19 equitable access to Ensures that student are
accessible to all
materials, resources, and able to obtain equitable
students
Guides students to use technologies. Seeks outside access to a wide range of
available print, electronic, resources and support. technologies through
and online subject matter ongoing links to outside
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resources based on resources and support.
individual needs.

-I do not have access to
much technology for
student use (6 iPads for the
class and no computers).
6/24/18
-I have been at a very
curriculum driven school
for the past 4 years and am
learning how to use
standards to drive
instruction. I am assessing
curricular materials and
finding places where
curriculum needs to be
supplemented with addition
resources. 6/24/18
-I search for, use, and adapt
online resources while
being mindful of the
diversity of my students. I
find and adapt articles to be
at their reading level. I find
audio and video resources
for students who struggle
with reading. 11/11/18
12/12/18 4/7/19

-I seek out materials to

support struggling students
as well as to challenge my
high achievers. 6/24/18

I’ve learned about many

technological resources I
can use with students, such
as Quizlet, Picktochart,
Padlet, etc. 11/11/18
12/12/18 4/7/19

I have used Brain Pop Jr.,

Flocabulary, Reading A-Z,
Freckle (formerly Front
Row Ed) and DreamBox
all to support student
learning and shared these
resources with
coworkers. (ISTE
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.
6/24/18
3.6 Addressing the
needs of English
learners and student
with special needs to Provides adapted materials to
provide equitable help English learners access
access to the content content.
Exploring
Standard 2c.) 11/11/18
12/12/18 4/7/19
I am guiding students in
using recording apps to
record themselves
reading aloud and then
listen back. This is
helping them become
aware of small errors in
their reading fluency.
4/7/19
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.
11/11/18
12/12/18
4/7/19
Attempts to scaffold content
using visuals, models, and
graphic organizers. 6/24/18
11/11/18
12/12/18
Applying
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.
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. 4/7/19
Integrating
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.
Innovating
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
-I can assess CELDT data,
but this is definitely an area
of weakness for me as I
have typically only had 1
or 2 English Learners a
year and not much training
on how to support them.
6/24/18
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.6 Addressing the
needs of English
learners and student Attends required meeting with
with special needs to resource personnel and
provide equitable families.
access to the content
Learns about referral
Exploring
-I include visuals on charts
and provide sentence stems
when needed. I use graphic
organizers to help students
plan out writing activities. I
provide many opportunities
for students to speak and
listen in pairs or small
groups. 6/24/18 11/11/18
12/12/18
-I research the particular
struggles of native Spanish
speakers when learning
English so I can address
issues around grammar,
syntax, spelling, and letter
sound awareness. I use
fluency trackers, writing
assessments, and reading
assessments to monitor
English Language
Proficiency. 11/11/18
12/12/18 4/7/19
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. 6/24/18
Cooperates with resource
personnel, para-educators, and
families during meetings and
activities in support of
learning plans and goals.
6/24/18
Applying
I researched SDAIE
strategies and am using
them to support my
students that are ELLs. In
particular, I am giving
sentence stems for
speaking and writing
prompts, including visuals
with charts, and making my
explicit vocabulary
instruction more robust.
4/7/19
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. 11/11/18
12/12/18 4/7/19
Communicates regularly with
resource personnel, para-
educators, and families to
ensure that student services
are provided and progress is
made in accessing appropriate
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.
4/7/19
Initiates and monitors referral
processes and follow-up
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness for
referral.
content. 11/11/18
12/12/18
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral. 6/24/18
meeting to ensure that
students receive support
and/or extended learning that
is integrated into the core
curriculum. 11/11/18
12/12/18 4/7/19
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.

-I seek out resources and
strategies from master
teachers and our Resource
Specialist to meet the needs
of students with special
needs. 6/24/18
-I actively work with a
Student Support or IEP
team to create learning
goals and plans. 6/24/18
-I identify and refer
students for the SST or IEP
process as well as flag
students for GATE testing.
I work with the SST team
to come up with
interventions and document
progress. 6/24/18
-I use accommodations
such as preferential seating,
noise-canceling
headphones, pencil grips,
wiggle seats, etc. for
students with special needs
and other students who
may benefit from them
(even if they don’t have an
IEP). 6/24/18
-Student groupings are
purposeful and done with
learning and social goals
for students with special
needs in mind. 6/24/18
I meet with support staff to
learn about student
progress and communicate
with families. I advocate
for students and families
that are in need of
academic support. 4/7/19
-I reach to resource
personnel and service
providers regarding student
concerns. I ensure students
are screened as needed. I
initiate intervention
processes for students I
suspect of having learning
disabilities and reach to
parents as collaborators in
supporting the child’s
learning. 11/11/18
12/12/18 4/7/19

-I research common
learning challenges through
NACD and other sites to
increase my awareness and
ability to support students
with special needs.
11/11/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

12/12/18 4/7/19

-I meet regularly with

service providers and our
RSP teacher to discuss
student progress inside the
classroom and outside
(while they are receiving
services). I speak to
resource personnel about
other students I have
concerns over to make sure
they are screened. I seek
out accommodations such
as pencil grips, therabands,
and raised line paper.
11/11/18
12/12/18 4/7/19