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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.

I look at the content

matter and try to connect
it to the standards by
filtering all the stuff that
needs to be covered.
Afterwards, I group
content matter together.
(10/01/17)

I’m still in the ‘Exploring’

category since I need to
better explain how
everything flows together
to my students. It’d be
helpful to plan out the
connections between our
concepts and the
standards by sharing
those with my students.
(03/12/18)

I am still working on
sharing with my students
how our content connects
to the new NGSS.
Although I share learning
goals and targets with
students, I haven’t been
explicit with how it
connects to NGSS.
12/12/18.
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 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.
I provide my students
with a variety of
resources to learn the
content matter. Since I
know a lot of my students
thrive when it comes to
interactive and hands-on
lessons, I incorporate as
many stations activities
as possible. (10/01/17).
Although teaching the
vocabulary is
incorporated with the
concepts, I make sure to
provide alternative terms
to help my students
understand what it
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.
I have adapted
instruction by making
sure to complete real time
mind-map notes
alongside my students
when “lecturing” new
material. Although
lectures are far and wide
in my class, I find that this
is much more engaging
for my students than a
typical PowerPoint/Slide
presentation. 12/12/18
Integrating Innovating
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

means. (03/12/18)

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I make regular
adjustments to support
my student’s
understanding of the
subject matter. If they
need an additional
lesson/activity in order to
facilitate their learning, I
will add it. (10/01/17)
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
Applying Integrating Innovating
At this point, I have a
better idea of how to help
my students understand
big ideas. This is done by
chunking information and
organizing the lessons in
a manner that ensures
flow from one concept to
the other. (03/12/18)
I am chunking
information and
incorporating class
discussions and hands-on
activities to go along with
each section of our
content to ensure the best
student understanding.
12/12/18.
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of instructional
strategies to ensure subject matter to meet strategies to develop
student understanding of students’ diverse enthusiasm, meta-
academic language learning, to ensure cognitive abilities, and
appropriate to subject student understanding of support and challenge the
matter and that addresses academic language, and full range of student
students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Instead of relying heavily
on the assigned text, I pull
in as many different
resources as possible in
the form of stations labs,
adapted scientific articles,
and informative videos
that engage my students.
(10/01/17).

I’m still incorporating the

aforementioned
strategies to help my
students understand the
scientific concepts.
(03/12/18)

I am still incorporating
the aforementioned
strategies to help my
students understand
scientific concepts.
Without an NGSS-aligned
textbook this year, I have
been finding adapted
articles to go along with
each section of content to
engage students and
provide them with an
additional resource.
12/12/18.
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,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
In my classroom, students
learn through web-
quests, informational
videos, adapted scientific
articles, stations labs, etc.
(10/01/17)
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
with special needs to proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
Applying Integrating Innovating
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
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.
More strategies are
applied in my classroom
to help students
understand the concepts.
Webquests and online
manipulatives are some
of our favorite methods to
learn. (03/12/18)
I am still incorporating a
variety of instructional
strategies and student
activities to help students
meet the learning goals.
We use a combination of
pen and paper along with
technology in my
classroom. 12/12/18.
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
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 always model new

procedures in the
classroom and provide
visuals whenever
possible. Graphic
organizers are used to
show relationships
between two ideas.
(10/01/17)

I’m still scaffolding by

using models and
providing both written
and verbal instructions to
ensure the understanding
of my EL students.
(03/12/18)

I am still scaffolding for

all for of my students by
incorporating models,
graphic organizers, and
using various supports
for instructions. I am also
assessing for student
understanding through
discussions and talking
through summative
assessment questions
with my EL students.
12/12/18.
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.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English 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.
I communicate regularly
with case managers and
paraprofessionals in
order to best support my
students and their needs.
When necessary, I reach
out to the student’s
families for additional
support. (10/01/17)
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 colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
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’m still communicating

regularly with the special
education teachers and
paraprofessionals to best
meet the needs of my
students. (03/12/18)

I’m using the information

I know about my students
to help support them in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

the classroom. By giving
them additional time and
communicating regularly
with the special
education teachers, I am
able to help my special
needs students meet the
learning goals. 12/12/18.