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.8/21 12/9/22 connections and connections to standards
4/25/22 relevance to during instruction and
students.5/7/23 extend student learning.

I study standards looking This year I have really This year I worked with
for possible connections studied our standards my grade level and with
between standards and and our curriculum. I was the 1st and 3rd grade team
across content areas. I able to see the spiral to analyze the
pick and choose lessons created by our progression of standards.
or combine lessons that curriculum and how the It helped us to pinpoint
help reach mastery of things I teach today will exactly what we need to
standards. I also look for resurface on a deeper focus on so that they are
ways to spiral back to level in the coming prepared for the next
previous topics to access months. It has given me a grade. We realized that 1st
background knowledge to much better idea of grade was spending a lot
help students create where I am headed, and of extra time on a math
relationship between how I can get my students concept that we teach in
content areas. on grade level. 12/9/22 2nd grade. This study
4/25/22 allowed us to rework our
pacing guide. 5/7/23
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. Engages student at all
3.2 Applying vocabulary following academic language. language.8/21/21 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 levels and matter.
student access to subject activities.4/25/22 abilities.5/7/23
matter when confusions 12/9/22
are identified. 8/21/21

I create word studies for I provide differentiated This year I have grown in
instruction, and a variety of
tier 2 and tier 3 my ability to diagnose
learning experiences to meet
vocabulary so that the learning needs of students in learning gaps. I made the
students have an all levels/stages of learning. I goal to utilize data more
understanding of the implement informal efficiently and this has
assessments frequently, so my
learning objective and helped me to recognize
knowledge of student
specific content language. understanding is current and up gaps and plan follow up
8/21/21 to date. I use the data from the instruction or
informal assessments to further interventions if
plan instruction. 8/21/21
necessary. In addition, I
In order to improve my skills in
this element I started including have worked on my ESL
a slide in my Nearpod/Peardeck teaching strategies. We
that explicitly teaches vocab, have a vocabulary routine
key words and any other
and I create lessons with
academic language that will help
them access the content and lots of visual and auditory
retain knowledge more efficient. input. 5/7/23
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.8/21 extend student instruction. 5/7/23
facilitate student matter. 4/25/22 understanding. 12/9/22
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I utilize pre and posttests to This year I have really As mentioned before
provide data for lesson worked on developing meeting with grade levels
planning. This gives me strong supplemental above and below my own
information for future
material. Although our were extremely helpful in
planning, I adjust or
reorganize curriculum
curriculum comes with curriculum mapping and
elements to meet learning some great resources, pacing. This gave us new
needs. often times students are information that we used
I also pick and choose the only practicing surface to plan a more efficient
most important pieces to level skills. I have pacing guide. 5/7/23
teach target standards and tweaked assignments or
adapt instruction or learning created my own
experiences to fit the needs assignments that will
of my students. 8/21/21
provide deeper
After the first couple months
of school, I recognized that understanding of the
our online program’s content being presented.
curriculum was not rigorous 12/9/22
enough for 90% of the
students in my class. I began
to adjust lessons and content
to include deeper level
thinking and problem
solving that my students
were capable of.
4/25/22

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. 8/21/21 diverse learning needs. understanding knowledge of subject
4/25/22 connections within and matter.
across subject matter.
12/9/225/7/23
I utilize supplemental I have spent a lot of time Now that I am back in
materials to extend this year researching new person, I have had to
learning and expand on and effective ways to learn to adapt my
key vocabulary or teach content online. I teaching style and
academic language. For have started using lots of strategies yet again. I
example, I will insert new teaching resources have worked to find a
Peardeck learning checks like Nearpod, Blooket, balance between
or cooperative learning Splashlearn and Freckle. technology and pencil
opportunities to expand These sites offer paperwork, along with
student learning and instruction for a variety hands on learning
understanding of of learning modalities. It experiences. I continue to
concepts. By giving them gives me the opportunity learn more about my
opportunities to share to present content in a students and the way
and/or teach concepts to variety of ways. 4/25/22 they learn so that I can
their peers8/21/21 prepare lessons that will
better suit their needs.
12/9/22
I feel that I am still
developing my skills in
this area. I strive to create
lessons that reach a
variety of learning needs,
while also providing
rigorous learning
experiences. 5/7/23

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the students. critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
8/21/21 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. 12/9/22 5/7/23 ongoing links to outside
resources based on resources and support.
individual needs.4/25/22
As I build my EL teaching Teaching online has really This year I have been
strategies, I use the ESL given me the opportunity working to improve my
lessons from our to advance my skills in differentiation strategies.
provided curriculum and this particular element. I I have started creating
support those lessons had to find new ways to leveled folders for
with opportunities with make content and students so that each
other learning tools. materials accessible for student is getting exactly
For example, I use QR all students. I started what they need. I have
codes for using online math tools in created choice boards
language/vocabulary my daily instructions so that are level as well so
acquisition scavenger that students have access that even in their free
hunts. Students scan the to manipulatives as well. I work time students are
QR code a picture and a also modified the use for working at an
voice recording read the manipulatives by having appropriate level.
word. After locating all students create counting 12/9/22
words and pictures, collections from things I am still developing my
students complete a around the house. I am skills in this area. This is
tangible vocab matching constantly adapting and only my second year in
game. 8/21/21 adding new resources to 2nd grade, so I feel that I
my toolbelt so that am constantly improving
students online are able and finding new
to achieve just as much as strategies, resources and
if they were in person. materials that will help
4/25/22 accomplish standards.
5/7/23
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.
performance to identify gaps support English learners.
needs of English
in English language
learners and student Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the 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,
8/21/21 English language learners.5/7/23 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
12/9/22
I have had lots of experience with I have been very This year I have really
English learners, but I am
constantly figuring out better fortunate to work at a focused on my ESL
ways to support these students. dual immersion school. I teaching strategies so
I build relationships with students utilize the knowledge of that I can better serve the
first; my goal is to lower their
affective filter so that they feel dual language teachers needs of my English
comfortable taking risks. (who spend copious Learners. We also
I create time for 1:1 instruction or amounts of time with EL adopted a new reading
utilize heterogenous groupings of
EL students at various levels. students) so that I can program that has been
I provide numerous differentiated meet the needs of the EL extremely helpful for
activities that involve modeling, learners in my classroom. improving reading,
multimedia lesson elements,
vocabulary acquisition and lots of We discussed the spelling and fluency for
opportunities to share, collaborate importance of modeling, English Learners. 5/7/23
and communicate with peers. scaffolding and crucial
8/21/21
I feel that I am still exploring and tier 1 and 2 vocabulary. I
expanding my knowledge and have also learned more
teaching strategies in this about appropriate
particular area. I work diligently
to provide differentiated heterogenous groupings
instruction as mentioned before. I between emerging EL
use intervention as a support for students and expanding
these students have additional
small group time with me. EL students so that they
4/25/22 are supported by their
peers as well. 12/9/22
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
families. and families during with resource personnel, support staff, and families to collaborates with resource
needs of English
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. 8/21/21 including interventions tried into the core ensure the smooth and
4/25/22 previous to referral. curriculum.5/7/23 effective implementations of
12/9/22 referral processes.
I haven’t had a SPED student This year I have several I feel that I have really
(other than speech) in my class, so
I am still developing my skills in students with special grown in this element
this area. For my speech students I needs in my class. I have this year. I have 4
plan with the Speech Pathologist learned how to provide students who receive
to select the best time for
student’s speech meeting so that appropriate special ed service this
they are not missing target accommodations for year, so I have had to step
lessons. I provide examples of these students so that up and work alongside
student work and share notes
with parents and speech teachers they are supported in many of our special ed
during IEPs. I provide class. I communicate with professionals to make
accommodations for students with their parents and SPED sure these students are
extended wait times. I also find
that it is helpful to front load teachers frequently so supported while they are
questions for students so they can that we are on the same in my class. We have
begin thinking and prepare their page with their learning written accommodations
answer before they are called on.
Think-pair-share is also a great progress and together, discussed goals,
way to keep them involved and accommodations. In and worked together to
participating without being under learning more about their provide these students
the spotlight. 8/21/21
4/25/22 needs I was also able to with the tools they need
identify other students to be successful in 2nd
who may have the same grade. 5/7/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

type of needs. I referred
her and our amazing
SPED team got to work.
She is now receiving
additional services so
that she can continue to
receive accommodations
throughout her schooling.
12/9/22