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
extend student learning.

I try as much as possible

I use the most current to teach a whole range of
world language content concepts and topics that
standards to help plan align with the current
my lessons. 9-2017, 8- world language content
2018 standards. 5-2019
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
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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.
I attempt to create age- I use the appropriate
appropriate lessons and content standards by
activities. 9-2017 grade level to create age-
appropriate lessons and
activities. 5-2018
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.
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.
I continue to use what I
know from interactions
with my students, my
assessments, school’s
student assessments to
make instructional
changes. I use a variety of
teaching strategies
appropriate to age and
skill levels of my
students. 12-2018
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and
range of student language deep understanding of
levels and abilities. subject matter.
am improving teaching
with a variety of
strategies appropriate to
age and skill levels of my
students. 12-2018, 5-
2019
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
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.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.

Most of my curriculum is I use the appropriate I continue to use the I am improving in

designed and organized content standards by
by me, with my site grade level to create age-
support in accordance appropriate lessons and
with the state standards. activities. I modify lesson
9-2017 activities when needed.
5-2018
appropriate content creating age-appropriate
standards by grade level lessons and activities and
to create age-appropriate strong curriculum. I
lessons and activities. I modify lesson activities
modify lesson activities when needed.
when needed. I am 8-2018, 5-2019
reviewing updated and
international standards
in consideration for use
in my planning in the
future.
8-2018
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.

I am growing in my use of
I adjust for simpler or I continue to use a wide strategies that serve best
more challenging number of instructional to teach and maintain
activities depending on strategies and activities students engaged in my
student need. to best teach the variety class and meet learning
9-2017 of my students’ needs. objectives. 5-2019
8-2018
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 Engages students in
instructional materials, instructional materials, utilizes appropriate of 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. 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, outside resources and technologies through
electronic, and online support. ongoing links to outside
subject matter resources resources and support.
based on individual
needs.

1 on 1 technology is Using readily available 1

furnished to all students; on 1 technology
teachers like myself use furnished to all students,
this technology for their I use online and offline
own classwork. 9-2017 resources for appropriate
grade levels to
supplement my
instruction. 5-2018, 12-
2018, 5-2019
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

Information such as I use student information

primary language is furnished to me by my
gathered through school site to identify
informal means. ELL’s and use it when
9-2017 considering suitable
lesson activities 5-2018,
8-2018, 5-2019
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 resource personnel and
3.6 Addressing the families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Students with special
needs are ‘mainstreamed’
into the classroom and
information on them is
furnished if needed.
9-2017, 8-2018
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.
I am kept informed of
students with specific
individualized learning
plans and how best to
extend support to them
in my classroom. 5-2019
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.
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.