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. 7/12/18 5/8/19 12/10/18 connections and connections to standards
relevance to students. during instruction and
extend student learning.

I meet with my team I have become very

continuously to discuss familiar with my
what standards our curriculum and standards
lessons are targeting. We so it has become easier to
make adjustments to our introduce these topics to
lessons if they seem too students. When a new
unrelated to standards or concept is being
will change the pacing if introduced, I take a few
the students are excelling minutes to review the
or need more time in a learning goals, standard
certain area. 7/12/18 and academic language
with my students to help
them better understand
why they are learning
these concepts. This helps
them better connect with
the material. 12/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 7/12/18 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. 12/10/18
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
5/8/19. 7/12/18
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.
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 deep
range of student language understanding of subject
levels and abilities. matter.

I introduce the Content vocabulary is I will constantly check for

vocabulary for the reviewed prior to lessons
material we are learning by using visuals and
before the lesson by definitions, then
posting it on the board throughout the lessons, I
and having visuals. will reference the
7/12/18 vocabulary words that
were learned. I will also
constantly review during
our morning journals,
centers or lessons. This
helps lessen the
misunderstandings but
when they do arise, I will
generally reference the
visuals or knowledge we
have learned. 12/10/18
understanding through
formal and informal
assessments and then
adjust my instruction to
match the whole, then
supplement for those
who may need more
challenging work or those
who may need easier.
Before I start a lesson I
will tell the students what
we are learning about
using both academic
language and then easier
terms for my students to
understand. 7/12/18
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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. 12/10/18 extend student instruction.
curriculum to
matter. 7/12/18 understanding 5/8/19.
facilitate student
Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 12/10/18
7/12/18
Before me and my team Students have been I conference with
move onto a new subject participating in grammar students one on one
matter we meet as a and writing assignments when they seem to be
group to discuss the learning about how to struggling with a topic or
current curriculum, what add ending sounds like if they receive a low score
is coming up and then -er and -est to compare on an assessment.
discuss where our sized items. This also Students also make goals
students are at currently. crosses over to our for themselves that they
We then decide if we current math lesson on want to obtain during the
need to slow down or measurement and how year and we make
possibly speed up our we can compare the sizes quarterly checks on them.
pacing with the of items. 5/8/19 7/12/18
curriculum. 7/12/18
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. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
5/8/19 12/10/18
7/12/18
In my classroom I
facilitate my lessons with
a variety of hands on and
technology based
approaches. It is student
interactive and I do my
best to meet the needs of
my students with various
learning styles (visual,
hands on, listening). We
also have a daily calendar
that has activities based
on what they are
currently learning (or
have previous learned)
such as sight words,
adding, word problems,
skip counting, etc. It
motivates the children
because it’s hands on and
gets them interested.
7/12/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
lessons to make subject subject matter accessible technologies for concept
3.5 Using and
matter accessible to to students. and skill development in
adapting resources,
students. subject matter. Resources
technologies, and
Explores how to make reflect the diversity of the
standards-aligned
Identifies technological technological resources classroom and support
instructional
resource needs. available to all students. differentiated learning of
materials including
subject matter. 12/10/18
adopted materials, to
7/12/18
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
7/12/18
Students have access to
websites that reinforce
the subject matter and
social growth they are
learning. Some resources
are: spelling city, brain
pop jr, first in math, RA
and AR, TIME for Kids
articles, and class dojo.
Parents are also shown
and given access to these
resources at Back to
School Night. 7/12/18
I show students how to
use these resources in
class and we will even use
them together during
instructional time.
Students are also given
TIME for Kids articles
weekly. 7/12/18
Integrating Innovating
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. 5/8/19 critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 5/8/19 ongoing links to outside
resources and support.
Upon recent completion
of my teacher leader
project, I have become
much more aware of my
teaching style and the
types of assessments I am
producing for my
students. I am working
towards being more
flexible with technology
use in the classroom as an
aid for students who may
need it with test taking or
for completing
assignments. 5/8/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development. 5/8/19
provide equitable to help English learners 12/10/18 7/12/18
access to the content access content.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
12/10/18 7/12/18
The parents and I will
meet with a translator so
I can have an open line of
communication with the
family. Our students
generally go through a
summer prep class so I
can also use feedback
from that teacher’s
evaluation to help guide
my instruction. 7/12/18
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.
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.
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.

In class, I will seat my

English learners in the
front of room, offer
visuals and use gesturing
to help them understand.
I will also usually try to
find supplemental work
that is at level more
appropriate to their
language abilities.
7/12/18
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.
7/12/18
3.6 Addressing the Attends required meeting
needs of English with 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.
I read through any
materials I am provided
about my students.
However, being a
Kindergarten teacher,
some students do come to
school with undiagnosed
learning disabilities or
other special needs so I
bring it my directors
attention and we will
communicate our
concerns with the
parents. 7/12/18
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.
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. 5/8/19
12/10/18
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.
When I am provided
materials regarding
students with special
needs or modification
plans, I thoroughly read
through the material and
will also call for a
conference with the
family to further
understand the child and
their needs. From there, I
am diligent to modify
lessons or independent
work as necessary.
12/10/18
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school coordinated program to
5/9/19 12/10/18. optimize success of the full
range of students with
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive site/district and collaborates
support and/or extended with resource personnel to
learning that is integrated ensure the smooth and
into the core curriculum. effective implementations of
referral processes.
I have an open line of
communication with my
families of students with
special needs. I email
them updates every few
weeks (or as necessary)
with information about
how they are doing
during the school day. I
also invite them into my
classroom to observe and
encourage them to ask
questions. I also
frequently talk with our
support staff and
specialty teachers about
anything that may impact
his performance while he
is with them. 7/12/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning