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 05/05/18 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 05/05/19 connections and connections to standards
relevance to students. during instruction and
extend student learning.

I am still learning the I am currently examining
curriculum and how it the new Open Court
addresses the academic curriculum, which is
content standards. technology based, to be
9/26/17 sure I am making
I will be using new appropriate connections
curriculum in the 18-19 between standards and
school year and will instruction. ISTE
spend more time Educator 4b. 05/05/19
examining the
relationship between
instruction and content
standards 05/05/18

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic 05/05/19 levels of vocabulary,
knowledge of curriculum guidelines. language.9/26/17 Provides explicit teaching academic language, and
student development Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching of essential vocabulary, language, text structures, directed goal setting,
ensure student of essential content idioms, key words with grammatical, and stylistic monitoring, and
understanding of vocabulary and multiple meanings, and language features to improvement. Guides all
subject matter associated academic academic language in ensure equitable access students in using analysis
language in single lessons ways that engage to subject matter strategies that provides
or sequence of lessons. students in accessing understanding for the equitable access and deep
Explains academic subject matter text or range of student language understanding of subject
language, formats, and learning activities. levels and abilities. matter.
vocabulary to support 05/05/19
student access to subject
matter when confusions
are identified.11/30/18

In center time I include I am able to adapt
things students already instruction based on
know and can practice, as student development
well as new material that through the use of small
we are currently learning group instruction. I make
so they can explore and sure students have access
make connections on to various materials so
their own. 9/26/17 they can explore and
reinforce subject matter.
I use academic language Students also write about
and encourage the learning and are asked to
students to use academic use the academic
language whenever language. 05/05/19
possible. For example, I
ask, “How can we use our I have implemented
Math word in your vocabulary activities
explanation?”11/30/18 wherein students are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
using academic language
and using resources to
find the vocabulary.
05/05/19



























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. 05/07/18 11/30/2018 understanding.
understanding of the 04/01/2019 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I review the lesson before I use interactive videos I use the knowledge of my
hand to make sure I am provided by Think reading and science
covering important Central (Go Math) to start curriculum to organize
aspects thoroughly. I also students talking about the and adjust instructional
check for understanding subject matter. This helps content so the themes are
and will reteach if I feel me determine what being taught at the same
the students need should be focused on in time. Students are then
additional instruction on each lesson. ISTE able to experience the
the subject matter Educator 5c . connections in the
05/07/18 11/30/2018 curriculum. NBPTS
Proposition 2.
04/01/2019
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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. 9/26/17 diverse learning needs. understanding knowledge of subject
05/07/18 connections within and matter.
across subject
matter.05/05/19
I have implemented small Through the use of whole Integrating technology,
group learning, so that group, small group, and such as Open Court’s
each student has the individual instruction I online Blending activities
opportunity to work with am able to adapt my and High Frequency
the teacher. This gives instruction so the Word practice, with
me the opportunity to students can obtain whole group, small group,
make sure the students better understanding of and individual instruction
are understanding the the academic language. I I am able to differentiate
language and I can am also able to meet each instruction so all students
instruct them on how to students learning needs understand academic
use the academic in my small group language and make
language. 9/26/17 instruction. 05/07/18 connections in all subject
matter. ISTE Educator
5a. 05/05/19
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 of Engages students in
instructional materials, instructional materials, utilizes appropriate 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.9/26/17 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. 05/05/19 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. 05/07/18 equitable access to Ensures students are able
make subject matter materials, resources, and to obtain equitable access
accessible to all Guides students to use technologies. Seeks to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. 05/05/19 ongoing links to outside
resources based on resources and support.
individual
needs.05/07/18
I am currently attempting Students use books with I am introducing a choice
to implement the use of varying reading levels, board where students are
iPads for reading and magazines, i-pads, and able to choose from a
spelling practice. The computers to practice variety of resources and
programs increase in reading, comprehension, instructional materials to
difficulty based on and to practice new skills learn subject matter.
student performance, so like research. The 05/05/19
it is individualized. students have the
9/26/17 freedom to choose which All students have the
resource they prefer. same opportunities to
05/07/18 access materials,
including technology.
Students have the Students are taught good
opportunity to use iPads citizenship using outside
during small group resources. ISTE
instruction. They are also Educator 3a. 05/05/19
learning how to complete
simple research projects
using our computer lab.
05/07/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
data.05/07/18 writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to development. 05/05/19 Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable Provides adapted materials scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content to help English learners Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access content. using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
05/05/19 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I am aware of students’
primary language and am
still learning how to use
the assessment data. I use vocabulary words
05/07/18 with pictures to help my
English learners. We also
do role-plays throughout
the year. This allows our
English learners to see
and hear things like rules,
good/poor behaviors, and
how to use materials.
05/05/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of appropriate challenge and adequate support and learning needs, and
lessons.05/07/18 accommodations in challenge. 05/05/19 achievement in accessing
instruction.11/30/2018 content.
Attends required meeting Communicates and
3.6 Addressing the with resource personnel and Cooperates with resource Communicates regularly collaborates with colleagues, Communicates and
families. personnel, para-educators, with resource personnel, support staff, and families to collaborates with resource
needs of English
and families during para-educators, and families ensure consistent personnel, para-educators,
learners and student meetings and activities in to ensure that student families, leadership, and
instruction. Supports
with special needs to support of learning plans services are provided and families in positive students in creating a
provide equitable and goals. progress is made in engagement with school. coordinated program to
access to the content accessing appropriate 05/05/19 optimize success of the full
content. 05/07/18 range of students with
Learns about referral Initiates and monitors special needs.
processes for students with Refers students as needed in referral processes and
special needs. Seeks additional information a timely and appropriate follow-up meeting to ensure Takes leadership at the
on struggling learners and manner supported with that students receive site/district and collaborates
advanced learners to documented data over time, support and/or extended with resource personnel to
determine appropriateness including interventions tried learning that is integrated ensure the smooth and
for referral. previous to into the core curriculum. effective implementations of
referral.05/07/18 05/05/19 referral processes.
In first grade we are still I use information I consider seating
evaluating students for obtained through various arrangements, grouping,
special needs. I am sources (meetings, and individual abilities
constantly in contact with testing, questionnaires, when planning and
previous teachers and etc.) to assess my implementing instruction
parents to try an get students and plan to ensure adequate
additional information on appropriate support and challenge for
students who I feel may accommodations for my all of my students.
have additional needs. students. 11/30/2018 05/05/19
05/07/18
My school has a program
called “Student Support I collaborate, both in
Team.” This program is person and using Google
set up so that teachers Drive, with our Student
have the resources to Support Team to ensure
refer students with students with special
special needs and to keep needs have consistent
in contact with families, instruction. Meetings
educators, and other with parents are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
outside resources to encouraged to help them
better equip both navigate student studies.
teachers and the ISTE Educator 4d.
students. Teachers are 05/05/19
required to follow up
once every quarter, I initiate the referral
unless there is a need for process through our
more communication Student Support Team so
05/07/18 students are ensured
support for the core
curriculum. 05/05/19