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. connections and connections to standards
relevance to students. during instruction and
extend student learning.

I use the pacing that the As year 2 of my teaching This year we have begun
school provides for approaches, I feel more unpacking standards as
standards and learning. I competent in the material collaborative teams. We
want to dive deeper in I teach. I am starting to talk about the pre req
the standards for the year figure out different ways skills, language they need
and really understand the of teaching subject matter to know, supports they
structure of the standards and how to strive for my may need and levels of
for the whole year. Right students to get deeper rigor.
now, I am taking it day by content understanding. I
day with the standards use resources online and
but would like to have a from mentor teachers to
bigger picture and improve my teaching.
understanding of the
whole year in a glance.
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 understanding of subject subject matter including academic language.
supports understanding matter including related related academic
Teaches subject-specific of subject matter academic language. language. Engages student at all
3.2 Applying vocabulary following including related levels of vocabulary,
knowledge of curriculum guidelines. academic language. Provides explicit teaching Provides explicit teaching academic language, and
student development of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching idioms, key words with language, text structures, directed goal setting,
ensure student of essential content multiple meanings, and grammatical, and stylistic monitoring, and
understanding of vocabulary and academic language in language features to improvement. Guides all
subject matter associated academic ways that engage ensure equitable access students in using analysis
language in single lessons students in accessing to subject matter strategies that provides
or sequence of lessons. subject matter text or understanding for the equitable access and deep
Explains academic learning activities. range of student language understanding of subject
language, formats, and levels and abilities. matter.
vocabulary to support
student access to subject
matter when confusions
are identified.

I know the levels that my As we unpack the

students are in using standards together, we
assessments such as talk about the learning
STAR 360 and Class Kick. progression and learning
I am having trouble targets needed for each
differentiating instruction student. We also talk
for all learners in about the language and
different levels. vocabulary words needed
to access this standard.
I use knowledge of my This helps ensure a
students’ different levels productive lesson
by creating small group structure to teach each
sessions where we work standard and offer
on specific skills. For support as needed.
example, I have targeted
my students who are
reading 2 grade levels
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

below and we work on
foundational reading
skills like blending,
alphabet sounds, and
sight words.
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. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Right now, I am only I am following the school This year we are
following the school pacing to organize subject continuing to work
curriculum to lesson plan. matter but also adjusting together to understand
I do sometimes adjust but as I see fit based on my the subject matter but
only by consulting with classroom. For example, if also organize the
other teachers first. Like I I see my students need curriculum. We talk about
said I do have to dive more time practicing the learning progression,
deeper in understanding elapsed time, I extend learning targets and the
the standards to make that unit. I also provide level of rigor for each
pacing adjustments. my students and parents learning target. This helps
weekly newsletters that me understand each
organize what we will be standard and organize
learning the next week. the materials with
This helps me stay support of my team.
organized, and helps my
students and parents
prepare.
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I try to use different When unpacking each
instructional strategies standard with my team
such as inquiry based we also consider
teaching and instructional strategies
collaborative teaching. I and support for ELL
have also been using students and IEP needs.
brain breaks during math We work with our team
for students to move and to find the best measures
do math at the same time. we can use to ensure the
The kids love this. success of all students.

I am continuing to use
different instructional
strategies. My focus has
been on collaborative
teaching and inquiry-
based learning. I am also
starting to utilize more
hands-on teaching. For
example, we did a lesson
on perimeter, and I asked
students to walk along
the walls of their room to
be able to touch the
perimeter of their room.

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. 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. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
When Lesson planning This year we shared
our district has resources/ lessons which
PowerPoints ready for give us more ideas of how
teachers to use. I use to adapt materials in
these but add class. We work together
instructional materials to make sure we input
such as visuals, YouTube vocabulary words,
videos and modeling visuals, text to speech,
strategies to better serve and graphic organizers in
my students. I also give our lessons when needed.
students access to links By working together, we
where they can play can support each other
multiplication games to and all students.
make it fun.

When I create Class Kick

assignments, I make sure
to add text to speech
features for my
nonreaders and IEP
students. I also create
differentiated work
where students can work
at their own level.
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 data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
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 Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I am aware of my English I am aware of my English
learners by looking at the Language Learners and
data. I add visuals to my make notes of their
lessons to better help development. I assess
these students them in reading and
understand the material. I speaking. I make sure to
also check for model speaking out loud
understanding. I have and provide sentence
Spanish speaking English starters when we answer
learners. Since I know questions out loud.
Spanish, I am able to
translate directions in
Spanish to them during I attempt to scaffold
class. material by making it
more accessible to
English learners. I
incorporate vocabulary
review, visuals, and text
to speech features.
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 lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I am aware of my I ask questions about IEP
students with special plans and
needs and ELL students. I accommodations that I do
have attended IEP not fully understand. I
meetings and looked at made a document for
their IEP plans. myself that identifies all
my students and IEP
accommodations I must
follow. I talk with parents,
Special Education
Teachers and mentor
teachers about how to
better support students. I
also am noting students
that are not IEP and who
seem to be struggling and
asking my colleagues for
next steps.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I work with my team to

discuss the needs of ELL
and IEP students. When
unpacking the standards,
we talk about ELD
supports, language, and
accommodations that will
be used to teach each
standard. By working
together, we can provide
access to all students.