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.   7/10/1812/10/18   connections  and   connections  to  standards  
relevance  to  students.   during  instruction  and  
5/10/19   extend  student  learning.  
 
         
I  plan  lessons  that  align   My  team  has  
with  the  standards  and   incorporated  technology,  
find  materials  to   writing  and  social  studies  
supplement.  I  understand   standards  in  a  research  
the  content  and  I’m   writing  project  for  
continuing  to  learn  to   different  countries  
create  lessons  that  will   around  the  world.  
reflect  when  the  learning   5/10/19  
goals  have  been  
mastered.    My  school  is  
moving  to  a  standards  
based  report  card  this  
year.  7/10/18  
 
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Has  basic  knowledge  of   Expands  knowledge  of   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.  5/10/19   Engages  student  at  all  
3.2  Applying   vocabulary  following   academic  language.   7/10/18  12/10/18     levels  of  vocabulary,  
knowledge  of   curriculum  guidelines.       Provides  explicit  teaching   academic  language,  and  
student  development   Provides  explicit  teaching   Provides  explicit  teaching   of  specific  academic   proficiencies  in  self-­‐
and  proficiencies  to   of  essential  content   of  essential  vocabulary,   language,  text  structures,   directed  goal  setting,  
ensure  student   vocabulary  and   idioms,  key  words  with   grammatical,  and  stylistic   monitoring,  and  
understanding  of   associated  academic   multiple  meanings,  and   language  features  to   improvement.    Guides  all  
subject  matter   language  in  single  lessons   academic  language  in   ensure  equitable  access   students  in  using  analysis  
or  sequence  of  lessons.     ways  that  engage   to  subject  matter   strategies  that  provides  
Explains  academic   students  in  accessing   understanding  for  the   equitable  access  and  deep  
language,  formats,  and   subject  matter  text  or   range  of  student  language   understanding  of  subject  
vocabulary  to  support   learning  activities.   levels  and   matter.  
student  access  to  subject   7/10/1812/10/18   abilities.5/10/19  
matter  when  confusions  
are  identified.  
 
    I  connect  content  to  students’   I use data from a variety of  
prior  experience.  I  make  sure   sources and assessments to
that  I  use  developmentally  
appropriate  instruction   determine what my
materials  in  my  lesson.  I   students understand about
continually  teach  and  review   the specific concepts being
content  vocabulary.  7/10/18   taught. 5/10/19
 
We  use  the  iReady  program  as  an  
 
assessment  to  track  student  
  learning.  This  is  an  online  
program  that  assesses  students  
based  on  K-­‐12  Common  Core  
State  Standards.  After  testing,  I  as  
a  teacher  am  able  to  analyze  the  
data  from  my  students'  first  
assessment  to  see  what  area(s)  
my  students  need  more  support  
in.  I  use  this  information  to  drive  
my  instruction.  12/10/18  
 
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  
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   7/10/18  12/10/18   Ensures  student  
subject  matter   5/10/19   comprehension  and  
facilitates  student  
articulation  about  what  
they  do  and  do  not  
understand.  
         
I  map  out  the  curriculum  
using  our  resources  and  
supplemental  sources  to  
ensure  that  information  
builds  upon  previous  
lessons.  I  continually  
review  and  incorporate  
previously  taught  lessons  
into  current  lessons.  
7/10/18  
 
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.  
7/10/18  12/10/18  
5/10/19  
         
I  use  a  variety  of  
instructional  strategies  to  
effectively  teach  the  
subject  matter.  It  is  
important  for  me  to  keep  
the  students  actively  
engaged  and  that  I  check  
for  understanding  
throughout  teaching.  
7/10/18  
In  my  ILP  I  was  able  to  
implement  a  variety  of  
  instructional  strategies  to  
meet  the  different  needs  
of  my  students.  I  planned  a  
lesson  using  an  interactive  
flip  chart,  white  boards,  
and  iPads  throughout  the  
lesson.  I  also  pulled  a  few  
focus  students  and  ones  
who  I  felt  would  
benefit  aside  earlier  in  the  
day  to  front  load  them  
with  the  concepts  in  
a  smaller  group.12/10/18  
 
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.   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.  10/12/18   critical  thinking  about  
instructional   Identifies  technological   technological  resources   classroom  and  support   5/10/19   subject  matter.  
materials  including   resource  needs.   available  to  all  students.   differentiated  learning  of      
adopted  materials,  to   subject  matter.  7/10/18   Assists  student  with   Ensures  that  student  are  
make  subject  matter     equitable  access  to   able  to  obtain  equitable  
accessible  to  all   Guides  students  to  use   materials,  resources,  and   access  to  a  wide  range  of  
students   available  print,  electronic,   technologies.  Seeks   technologies  through  
and  online  subject  matter   outside  resources  and   ongoing  links  to  outside  
resources  based  on   support.  10/12/18   resources  and  support.  
individual  needs.   5/10/19  
7/10/18  
      I  use  interactive  flip  charts    
I  have  become  Apple   and  the  promethean  board  
Certified  and  I  have  been   when  teaching  a  new  
able  to  incorporate  the   concept.  Students  
things  that  I  have  learned   participated  during  the  
into  my  lessons  more  as   whole  group  lesson  using  
technology  has  become   the  Promethean  Board  and  
available  to  the  class.  I   individual  white  boards.  
make  plans  based  off  of   Students  were  all  actively  
the  standards  and  use   engaged.  Students  
textbooks  and  other   demonstrated  
  recourses  as  needed  to  
achievement  through  the  
support  the  curriculum.  
iPad  game  on  first  in  math.  
7/10/18  
 12/10/18  
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  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  
  English  learners’   language  development  to     content  goals.  
3.6  Addressing  the     performance  to  identify  gaps   support  English  learners.      
needs  of  English     in  English  language   12/10/18  5/10/19      
Provides  adapted  materials   development.  7/10/18     Develops  and  adapts   Is  resourceful  and  flexible  in  
learners  and  student  
to  help  English  learners     Creates  and  implements   instruction  to  provide  a  wide   the  design,  adjustment,  and  
with  special  needs  to   access  content.   Attempts  to  scaffold  content   scaffolds  to  support   range  of  scaffolded  support   elimination  of  scaffolds  
provide  equitable   using  visuals,  models,  and   standards-­‐based  instruction   for  language  and  content  for   based  on  English  learners’  
access  to  the  content   graphic  organizers.  7/10/18   using  literacy  strategies,   the  range  of  English   proficiencies,  knowledge,  
SDAIE,  and  content  level   learners.     and  skills  in  the  content.  
English  language  
development  in  order  for  
students  to  improve  
language  proficiencies  and  
understand  
content.12/10/185/10/19  
 
    I  also  pull  a  few  focus      
This  year  I  had  a  couple   students  and  ELS    who  I    
students  (kindergarten)   felt  would  benefit  aside  
who  were  not  proficient   earlier  in  the  day  to  front  
in  English.  I  used  a  lot  of   load  them  with  the  
visuals,  graphic   concepts  and  new  
organizers,  pair  shares,   vocabulary  in  a  smaller  
group  work,  etc.  to  help   group.12/10/18  
bridge  gaps  and  build  the  
children  schema.  I  would  
  also  pull  them  aside  to  
pre-­‐teach  vocabulary  and  
build  schema  before  
lesson  or  reading  groups.  
In  Kindergarten  I  found  
these  methods  helpful  for  
all  students  not  just  
English  
Learners.7/10/18  
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.  7/10/18   achievement  in  accessing  
    instruction.   12/10/18185/10/19   content.  
Attends  required  meeting   Cooperates  with  resource        
with  resource  personnel  and   personnel,  para-­‐educators,   Communicates  regularly   Communicates  and   Communicates  and  
families.   and  families  during   with  resource  personnel,   collaborates  with  colleagues,   collaborates  with  resource  
3.6  Addressing  the     meetings  and  activities  in   para-­‐educators,  and  families   support  staff,  and  families  to   personnel,  para-­‐educators,  
needs  of  English     support  of  learning  plans   to  ensure  that  student   ensure  consistent   families,  leadership,  and  
learners  and  student     and  goals.   services  are  provided  and   instruction.  Supports   students  in  creating  a  
with  special  needs  to       progress  is  made  in   families  in  positive   coordinated  program  to  
provide  equitable       accessing  appropriate   engagement  with  school.   optimize  success  of  the  full  
access  to  the  content       content.   7/10/18     range  of  students  with  
Learns  about  referral       12/10/18185/10/19   special  needs.  
processes  for  students  with   Seeks  additional  information   Refers  students  as  needed  in      
special  needs.   on  struggling  learners  and   a  timely  and  appropriate   Initiates  and  monitors   Takes  leadership  at  the  
advanced  learners  to   manner  supported  with   referral  processes  and   site/district  and  collaborates  
determine  appropriateness   documented  data  over  time,   follow-­‐up  meeting  to  ensure   with  resource  personnel  to  
for  referral.   including  interventions  tried   that  students  receive   ensure  the  smooth  and  
previous  to  referral.   support  and/or  extended   effective  implementations  of  
learning  that  is  integrated   referral  processes.  
into  the  core  curriculum.  
7/10/18  
12/10/18185/10/19  
CSTP  3:  Understanding  and  Organizing  Subject  Matter  for  Student  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
         
I  work  very  closely  with  
student  families  and  staff  
to  make  sure  we  are  all  
consistent  with  the  
students  needs.  I  monitor,  
refer,  and  follow-­‐up  with  
parents  regularly  as  we  
  integrate  different  
strategies  and  goals  in  the  
classroom,  specialty  
classes,  and  at  home.  
7/10/18