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
knowledge of subject subject matter and the relationship between inter-relationships 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 to
matter academic standards and instruction. content standards. ensure clear connections standards during instruction
content standards and relevance to students. and extend student learning.
9/29/17 5/5/18 12/10/18

• I definitely connect the

content being learning
with current issues, for
example: the students were
learning about different
political parties. We
discussed the changes
Cuba has gone through
and the changes in the
relationship with the US.
We talked about our
political standing in the
US as well and ALL the
changes that have been
happening lately and how
they are personally being
affected by them. 9/29/17
5/5/18 12/10/18
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 student curriculum guidelines.
development and Provides explicit teaching
proficiencies to ensure of essential content
student understanding vocabulary and associated
of subject matter academic 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.
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.
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related
academic language. 5/5/18 Engages student at all levels
12/10/18 of vocabulary, academic
language, and proficiencies
Provides explicit teaching in self-directed goal setting,
of specific academic monitoring, and
language, text structures, improvement. Guides all
grammatical, and stylistic students in using analysis
language features to ensure strategies that provides
equitable access to subject equitable access and deep
matter understanding for the understanding of subject
range of student language matter.
levels and abilities.9/29/17
12/10/18
• Having students add to
vocabulary based on what
they know from previous
years or from home/
culture is important.
Students will see what
other people use in the
same situations and in
real-life. 5/5/18 12/10/18
• I follow the flow of the
textbook, teaching the
grammar and vocabulary
that meets the standards
that the textbook is
aligned with. I make sure
to connect to previous
knowledge to facilitate
the learning process.
9/29/17 12/10/18
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
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying Integrating Innovating
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and considers curriculum and student curriculum and resources to 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. 9/29/17
understanding of subject understanding. extend student
matter. understanding. Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.
5/5/18 12/10/18
• Since I know the preterit
has the most irregular
verbs, and is one of the
most difficult verb tenses
to understand the usage, I
make sure to block out a
large chunk of my
curriculum mapping for it
to ensure the students have
sufficient time and
resources to learn the verb
tense.I use different types
of resources to help
identify and correctly
apply the preterit verb
tense (songs, interactive
notebooks, acronyms, etc.)
9/29/17
• I ask the students for
comprehension in different
ways so that they feel
comfortable sharing their
status: thumbs up or down,
exit tickets, etc. 5/5/18
12/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses instructional strategies Gathers and uses Selects and adapts a variety
that are provided in the additional instructional of instructional strategies to
curriculum. strategies in single ensure student
lessons or sequence of understanding of academic
3.4 Utilizing lessons to increase language appropriate to
instructional strategies student understanding of subject matter and that
that are appropriate to academic language addresses students’ diverse
the subject matter appropriate to subject learning needs. 9/29/17
matter.
• I use listening, reading
comprehension, fill-in the
blanks, writing and
dialogues to help the
students practice the
content learned through
lectures, powerpoints,
videos, textbook and
workbook activities and
interactive notebooks.
9/29/17
Integrating
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.
5/5/18
• I have integrated
interactive notebooks this
year to help students with
all learning needs,
especially with grammar.
5/5/518
Innovating
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. 12/10/18
• With the use of the extra
resources that the ebook
has, students have a further
understanding of the
content learned. 12/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
3.5 Using and adapting matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
resources, technologies, students. to students. subject matter. needs and make subject extend student understanding
and standards-aligned Resources reflect the matter accessible to and critical thinking about
instructional materials Identifies technological Explores how to make diversity of the classroom students. 9/29/17 subject matter. 12/10/18
including adopted resource needs. technological resources and support differentiated
materials, to make available to all students. learning of subject matter. Assists student with Ensures that student are able
subject matter equitable access to to obtain equitable access to
accessible to all Guides students to use materials, resources, and a wide range of technologies
students available print, electronic, technologies. Seeks outside through ongoing links to
and online subject matter resources and support. outside resources and
resources based on 5/5/18 support.
individual needs.
• I use the activities within • Through the PBL
the textbooks, the assignment, students use
listening activities, different online resources,
workbook, and online to investigate and use their
resources provided by the critical thinking skills on
textbook. 9/29/17 social issues in their
• I use listening, reading community. 12/10/18
comprehension, fill-in the
blanks, writing and
dialogues to help the
students practice the
content learned through
lectures, powerpoints,
videos, textbook and
workbook activities and
interactive notebooks.
5/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ primary
language and English language
proficiencies based on
available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
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.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
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. 9/29/17 5/5/18
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.
12/10/18
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.

• I build off of previous • Through the different

knowledge by having
them recall before adding
new content, I chunk my
teaching so that it doesn't
become too
overwhelming, I use
different methods to teach
and practice the material,
the students us think-pair-
share and choral
responses, and I make
connections to previous
knowledge. 9/29/17 5/5/18
visuals, videos, songs,
note-taking guides and
various activities, students
build on the content
knowledge. I always
teach or connect the new
grammar with the English
grammar, before going
forward with the Spanish
grammar. I adopt
practices that focus on my
EL students and Special
Needs students, but that
can also be beneficial to
all students. 12/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full
range of students identified
with special needs through data
provided by the school.
3.7 Addressing the Attends required meeting with
needs of English resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral processes
for students with special needs.
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.
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.
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge. 9/29/17
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
5/5/18 12/10/18
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.
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.

• I usually have a talk with

the students with special
needs in private to make
sure what exactly they
need in my class in order
to maximize their learning
and make those
adjustments. 9/29/17
• If I find that the student is
still having difficulties, I
may have a conversation
with another one of their
teachers that is having
success to see if I can
apply any of their
methods in my classroom.
5/5/18 12/10/18