CSTP

 3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  

 
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Has  a  foundational  knowledge   Examines  concepts  in   Understands  and   Uses  broad  knowledge  of   Uses  extensive  
of  subject  matter,  related   subject  matter  and   explains  the  relationship   inter-­‐relationships  of   knowledge  of  subject  
academic  language,  and   academic  language  to   between  essential   concepts,  academic   matter  concepts,  current  
3.1  Demonstrating  
academic  content  standards.   identify  connections   subject  matter  concepts,   content  standards,  and   issues,  academic  
knowledge  of  
between  academic   academic  language,  and   academic  language  in   language,  and  research  
subject  matter  
content  standards  and   academic  content   ways  that  ensure  clear   to  make  relevant  
academic  content  
instruction.  10/23   standards.  12/14   connections  and   connections  to  standards  
standards  
relevance  to  students.   during  instruction  and  
extend  student  learning.  
 
  I  identify  concepts  in   Content  standards,      
subject  matter  and   subject  matter  concepts  
academic  language  used   understood  and  
in  curriculum  to  guide   expanded  on  to  
instruction  and  make   differentiate  instruction  
connections  for  students   for  a  variety  of  learning  
to  real-­‐life  connections   needs.  12/14  
to  content  of  the  lesson.  
10/23  

 
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Has  basic  knowledge  of  student   Expands  knowledge  of   Adapts  instruction  in   Integrates  knowledge  of   Utilizes  comprehensive  
stages  of  development  while   student  development   response  to  knowledge   range  of  students   knowledge  of  students  to  
becoming  aware  of  differences   and  implements  learning   of  student  development   development  into   guide  all  students  to  
in  students’  understanding  of   activities  in  single   and  proficiencies  to  meet   instructional  decisions   develop  proficiencies,  
subject  matter.   lessons  or  sequence  of   students’  diverse   to  ensure  student   understand  subject  
  lessons  that  addresses   learning  needs.    Ensures   understanding  of  the   matter  including  related  
Teaches  subject-­‐specific   students’  proficiencies   understanding  of  subject   subject  matter  including   academic  language.  
vocabulary  following   and  support   matter  including  related   related  academic    
curriculum  guidelines.   understanding  of  subject   academic  language.   language.   Engages  student  at  all  
3.2  Applying   matter  including  related   10/23     levels  of  vocabulary,  
knowledge  of   academic  language.     Provides  explicit   academic  language,  and  
student     Provides  explicit   teaching  of  specific   proficiencies  in  self-­‐
development  and   Provides  explicit   teaching  of  essential   academic  language,  text   directed  goal  setting,  
proficiencies  to   teaching  of  essential   vocabulary,  idioms,  key   structures,  grammatical,   monitoring,  and  
ensure  student   content  vocabulary  and   words  with  multiple   and  stylistic  language   improvement.    Guides  all  
understanding  of   associated  academic   meanings,  and  academic   features  to  ensure   students  in  using  
subject  matter   language  in  single   language  in  ways  that   equitable  access  to   analysis  strategies  that  
lessons  or  sequence  of   engage  students  in   subject  matter   provides  equitable  
lessons.    Explains   accessing  subject  matter   understanding  for  the   access  and  deep  
academic  language,   text  or  learning   range  of  student   understanding  of  subject  
formats,  and  vocabulary   activities.   language  levels  and   matter.  
to  support  student   abilities.  
access  to  subject  matter  
when  confusions  are  
identified.  10/23  
 
  I  would  like  to  expand   I  use  data  acquired  from      
my  explicit  teaching  of   benchmark  testing  and  
vocabulary  and   individual  assessment  of  
academic  language  at   students  throughout  the  
the  Kindergarten  level.   school  year  to  adjust  
10/23   instruction  to  meet  
diverse  learning  needs.  
10/23  
 
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Follows  organization  of   Examines  organization   Uses  knowledge  of   Integrates  knowledge  of   Uses  extensive  
curriculum  as  provided  by  site   of  curriculum  and   curriculum  and  student   curriculum  and   knowledge  of  curriculum  
and  district  to  support  student   considers  adjustments  in   readiness  to  organize   resources  to  organize   and  related  resources  to  
understanding  of  the  subject   single  lessons  or   and  adjust  the   and  adjust  instruction   flexibly  and  effectively  
3.3  Organizing   matter.   sequence  of  lessons  to   curriculum  to  ensure   within  and  across   organize  and  adjust  
curriculum  to   support  understanding   student  understanding.   subject  matter  to  extend   instruction.  
facilitate  student   of  subject  matter.  10/23   student  understanding.    
understanding  of  the   Ensures  student  
subject  matter   comprehension  and  
facilitates  student  
articulation  about  what  
they  do  and  do  not  
understand.  
  I  use  checks  for        
understanding  following  
and  during  lessons  to  
give  insight  as  to  how  to  
pace  moving  forward  
with  planned  lessons.  I  
adjust  curriculum  pacing  
as  needed  to  suit  the  
lesson  and  adjust  the  
pacing  and  organization  
based  on  observation  
  and  checks  for  
understanding  during  
and  after  a  lesson.  10/23  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Uses  instructional  strategies   Gathers  and  uses    Selects  and  adapts  a   Integrates  instructional   Uses  an  extensive  
that  are  provided  in  the   additional  instructional   variety  of  instructional   strategies  appropriate  to   repertoire  of  
curriculum.   strategies  in  single   strategies  to  ensure   subject  matter  to  meet   instructional  strategies  
3.4  Utilizing   lessons  or  sequence  of   student  understanding  of   students’  diverse   to  develop  enthusiasm,  
instructional   lessons  to  increase   academic  language   learning,  to  ensure   meta-­‐cognitive  abilities,  
strategies  that  are   student  understanding   appropriate  to  subject   student  understanding   and  support  and  
appropriate  to  the   of  academic  language   matter  and  that   of  academic  language,   challenge  the  full  range  
subject  matter   appropriate  to  subject   addresses  students’   and  guide  student  in   of  student  towards  a  
matter.   diverse  learning  needs.   understanding   deep  knowledge  of  
10/23   connections  within  and   subject  matter.  
across  subject  matter.  
    I  use  supplemental      
material  to  aid  in  
ensuring  student  
understanding  of  the  
subject  matter  as  
necessary.  
Supplemental  
material  is  often  
helpful  to  
differentiate  
material  for  students  
  and  helps  to  support  
learning  needs.  
10/23  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Uses  available  instructional   Explores  additional   Selects,  adapts,  and   Integrates  a  wide  range   Engages  students  in  
materials,  resources,  and   instructional  materials,   utilizes  appropriate   of  adapted  resources,   identifying  and  adapting  
technologies  for  specific   resources,  and   instructional  materials,   technologies,  and   resources,  technologies,  
lessons  to  make  subject  matter   technologies  to  make   resources,  and   instructional  materials   and  standards-­‐aligned  
accessible  to  students.   subject  matter  accessible   technologies  for  concept   to  meet  identified   instructional  materials  
3.5  Using  and  
  to  students.  10/23   and  skill  development  in   student  needs  and  make   to  extend  student  
adapting  resources,  
Identifies  technological     subject  matter.   subject  matter  accessible   understanding  and  
technologies,  and  
resource  needs.   Explores  how  to  make   Resources  reflect  the   to  students.   critical  thinking  about  
standards-­‐aligned  
technological  resources   diversity  of  the     subject  matter.  
instructional  
available  to  all  students.   classroom  and  support   Assists  student  with    
materials  including  
10/23   differentiated  learning  of   equitable  access  to   Ensures  that  student  are  
adopted  materials,  
subject  matter.   materials,  resources,  and   able  to  obtain  equitable  
to  make  subject  
  technologies.  Seeks   access  to  a  wide  range  of  
matter  accessible  to  
Guides  students  to  use   outside  resources  and   technologies  through  
all  students  
available  print,   support.   ongoing  links  to  outside  
electronic,  and  online   resources  and  support.  
subject  matter  resources  
based  on  individual  
needs.  
  I  explore  supplemental        
material  in  instruction  
and  would  like  to  work  
toward  learning  of  ways  
to  implement  more  
technology  into  my  
instruction  to  aid  in  
making  subject  matter  
more  accessible  to  
students.  10/23  

 
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Is  aware  of  students’  primary   Seeks  additional   Identifies  language   Integrates  knowledge  of   Engages  English  learners  in  
language  and  English  language   information  describing   proficiencies  and  English   English  language   assessment  of  their  
proficiencies  based  on  available   elements  of  culture  and   learner  strengths  in  the   development,  English   progress  in  English  
assessment  data.  10/23   language  proficiencies  in   study  of  language  and   learners’  strengths  and   language  development  and  
  listening,  speaking,  reading,   content.  Differentiates   assessed  needs  into  English   in  meeting  content  
  and  writing.  Uses  multiple   instruction  using  one  or   language  and  content   standards.  Supports  
  measures  for  assessing   more  components  of   instruction.   students  to  establish  and  
  English  learners’   English  language     monitor  language  and  
3.6  Addressing  the     performance  to  identify   development  to  support     content  goals.  
needs  of  English   Provides  adapted  materials  to  help   gaps  in  English  language   English  learners.      
learners  and  student   English  learners  access  content.   development.     Develops  and  adapts    
with  special  needs  to   10/23     Creates  and  implements   instruction  to  provide  a   Is  resourceful  and  flexible  
provide  equitable   Attempts  to  scaffold   scaffolds  to  support   wide  range  of  scaffolded   in  the  design,  adjustment,  
access  to  the  content   content  using  visuals,   standards-­‐based   support  for  language  and   and  elimination  of  scaffolds  
models,  and  graphic   instruction  using  literacy   content  for  the  range  of   based  on  English  learners’  
organizers.   strategies,  SDAIE,  and   English  learners.   proficiencies,  knowledge,  
content  level  English   and  skills  in  the  content.  
language  development  in  
order  for  students  to  
improve  language  
proficiencies  and  
understand  content.  
I  would  like  to  improve     Language  proficiency      
addressing  the  needs  of  my  EL   levels  are  understood  
students.  I  am  able  to   and  analyzed  for  best  
differentiate  lessons  and  use  a   suited  instruction  to  
variety  of  methods  to  make   meet  the  needs  of  EL  
content  accessible,  such  as  the   learners.  12/14  
use  of  visual  aids  and  frames  to  
structure  writing  and  reading.  I  
would  like  to  expand  my  ability  
to  and  learn  more  methods  to  
  better  serve  my  EL  students.  
10/23  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Has  an  awareness  of  the  full  range   Seeks  additional   Utilizes  information  on  the   Integrates   Guides  and  support  the  full  
of  students  identified  with  special   information  on  the  full   full  range  of  students   accommodations,   range  of  student  with  
needs  through  data  provided  by   range  of  students  identified   identified  with  special   adaptations,  and  extensions   special  needs  to  actively  
the  school.  10/23   with  special  needs  to   needs  to  assess  strengths   to  instruction  for  the  full   engage  in  the  assessment  
  address  challenges  or   and  competencies  to   range  of  students  with   and  monitor  their  own  
  supports  in  single  lessons   provide  appropriate   special  needs  to  ensure   strengths,  learning  needs,  
  or  sequence  of  lessons.   challenge  and   adequate  support  and   and  achievement  in  
    accommodations  in   challenge.   accessing  content.  
Attends  required  meeting  with     instruction.      
resource  personnel  and  families.   Cooperates  with  resource     Communicates  and   Communicates  and  
3.6  Addressing  the   10/23   personnel,  para-­‐educators,   Communicates  regularly   collaborates  with   collaborates  with  resource  
needs  of  English     and  families  during   with  resource  personnel,   colleagues,  support  staff,   personnel,  para-­‐educators,  
learners  and  student     meetings  and  activities  in   para-­‐educators,  and   and  families  to  ensure   families,  leadership,  and  
with  special  needs  to     support  of  learning  plans   families  to  ensure  that   consistent  instruction.   students  in  creating  a  
provide  equitable     and  goals.   student  services  are   Supports  families  in   coordinated  program  to  
access  to  the  content       provided  and  progress  is   positive  engagement  with   optimize  success  of  the  full  
    made  in  accessing   school.   range  of  students  with  
Learns  about  referral  processes  for     appropriate  content.     special  needs.  
students  with  special  needs.  10/23       Initiates  and  monitors    
Seeks  additional   Refers  students  as  needed   referral  processes  and   Takes  leadership  at  the  
information  on  struggling   in  a  timely  and  appropriate   follow-­‐up  meeting  to   site/district  and  
learners  and  advanced   manner  supported  with   ensure  that  students   collaborates  with  resource  
learners  to  determine   documented  data  over  time,   receive  support  and/or   personnel  to  ensure  the  
appropriateness  for   including  interventions   extended  learning  that  is   smooth  and  effective  
referral.   tried  previous  to  referral.   integrated  into  the  core   implementations  of  referral  
curriculum.   processes.  
With  the  help  of  our  school’s          
SPED  coordinator,  and  the  
accessibility  of  information  via  
IllumuninateEd  system  our  
school  uses,  I  have  a  full  
awareness  of  my  students  with  
special  needs  and  the  
requirements  for  
  modifications/accommodations    
Listed  in  a  student’s  IEP  
passport.  I  attend  required  
meetings  and  am  trained  in  the  
SSTP  referral  process.  I  would  
like  to  grow  my  expertise  in  
methods  and  strategies  to  best  
serve  my  students  with  IEPs.  
10/23