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. 5/20
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. 5/20 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. 5/20
access to subject matter
when confusions are
identified. 10/23

I would like to expand I use data acquired from Students are grouped
my explicit teaching of benchmark testing and and re-grouped based on
vocabulary and individual assessment of assessment data to best
academic language at the students throughout the support their learning
Kindergarten level. school year to adjust growth.
10/23 instruction to meet
diverse learning needs. Teacher uses grade level
10/23 appropriate vocabulary
and language to ensure
students have access to
learning. 5/20
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 5/20 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 Based on data collected
understanding following following each unit of
and during lessons to study, student progress
give insight as to how to groups and adjusted as
pace moving forward necessary to best
with planned lessons. I support learning.
adjust curriculum pacing
as needed to suit the Curriculum adjustments
lesson and adjust the made when necessary to
pacing and organization ensure mastery has been
based on observation achieved before moving
and checks for on. Students receive
understanding during small group, individual
and after a lesson. 10/23 and whole group support
to access the
information. 5/20

3.4 Utilizing Uses instructional strategies Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional that are provided in the additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are curriculum. strategies in single strategies to ensure subject matter to meet instructional strategies
appropriate to the lessons or sequence of student understanding of students’ diverse to develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding appropriate to subject student understanding and support and
of academic language matter and that of academic language, challenge the full range
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. 5/20

3.5 Using and Uses available instructional Explores additional Selects, adapts, and Integrates a wide range Engages students in
adapting resources, materials, resources, and instructional materials, utilizes appropriate of adapted resources, identifying and adapting
technologies, and technologies for specific resources, and instructional materials, technologies, and resources, technologies,
standards-aligned lessons to make subject matter technologies to make resources, and instructional materials and standards-aligned
instructional accessible to students. subject matter accessible technologies for concept to meet identified instructional materials
materials including to students. 10/23 and skill development in student needs and make to extend student
adopted materials, Identifies technological subject matter. subject matter accessible understanding and
to make subject resource needs. Explores how to make Resources reflect the to students. critical thinking about
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
technological resources
available to all students.
10/23
matter accessible to
all students
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
3.6 Addressing the Is aware of students’ primary Seeks additional
needs of English language and English language information describing
learners and student proficiencies based on available elements of culture and
assessment data. 10/23 language proficiencies in
with special needs to
listening, speaking, reading,
provide equitable and writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify
Provides adapted materials to help gaps in English language
Applying Integrating Innovating
diversity of the subject matter.
classroom and support Assists student with
differentiated learning of equitable access to Ensures that student are
subject matter. 5/20 materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
Guides students to use outside resources and technologies through
available print, support. ongoing links to outside
electronic, and online resources and support.
subject matter resources
based on individual
needs. 5/20
Teacher selectively
chooses materials and
resources best fit to meet
the needs of learners.
Students at different
levels of progress have
access to a variety of
resources to best
support learning. 5/20
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their
learner strengths in the development, English progress in English
study of language and learners’ strengths and language development and
content. Differentiates assessed needs into English in meeting content
instruction using one or language and content standards. Supports
more components of instruction. students to establish and
English language monitor language and
development to support content goals.
English learners.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
English learners access content.
10/23
I would like to improve
addressing the needs of my EL
students. I am able to
differentiate lessons and use a
variety of methods to make
content accessible, such as the
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
Has an awareness of the full range
of students identified with special
3.6 Addressing the needs through data provided by
needs of English the school. 10/23
learners and student
with special needs to
provide equitable
access to the content Attends required meeting with
resource personnel and families.
10/23
Exploring
development.
Attempts to scaffold
content using visuals,
models, and graphic
organizers.
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.
5/20
Cooperates with resource
Applying
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.
Language proficiency
levels are understood
and analyzed for best
suited instruction to
meet the needs of EL
learners. 5/20
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
Integrating
Develops and adapts
instruction to provide a
wide range of scaffolded
support for language and
content for the range of
English learners.
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
Innovating
Is resourceful and flexible
in the design, adjustment,
and elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Learns about referral processes for
students with special needs. 10/23
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/accommodation
s regular communication
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
Exploring Applying Integrating Innovating
personnel, para-educators, with resource personnel, colleagues, support staff, personnel, para-educators,
and families during para-educators, and and families to ensure families, leadership, and
meetings and activities in families to ensure that consistent instruction. students in creating a
support of learning plans student services are Supports families in coordinated program to
and goals. 5/20 provided and progress is positive engagement with optimize success of the full
made in accessing school. range of students with
appropriate content. special needs.
Initiates and monitors
Refers students as needed referral processes and Takes leadership at the
Seeks additional in a timely and appropriate follow-up meeting to site/district and
information on struggling manner supported with ensure that students collaborates with resource
learners and advanced documented data over time, receive support and/or personnel to ensure the
learners to determine including interventions extended learning that is smooth and effective
appropriateness for tried previous to referral. integrated into the core implementations of referral
referral. 5/20 curriculum. processes.
Teacher gathers all
information needed
about students at the
beginning of the school
year. Teacher seeks
support and resources
from SPED and SPT
coordinators at the
school. Teacher keeps in
with families regarding
student achievement
and supports. 5/20