CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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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 7/16/23 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 find myself focusing This year, I facilitated a

more on the specific four week cycle of STEAM
curriculum of the school labs for a small group of
than the CA standards. I my students. 4th graders
sometimes take the have a unit on Mechanical
curriculum for granted Energy and Speed. After
and assume it lines up the students concluded
perfectly with the this unit, using this
standards but I ought to background knowledge,
dive more deep into the we did hands on
standards. 7/16/23 experiments doing egg
drops, changing variables,
one at a time to apply
these concepts to the real
life application of
collisions.(12/10/23)

I have continued to create

standards based projects
through out the school
year, as described above,
however I am additionally
attempting to begin
incorporating academic
language across subjects
for a deeper
understanding. For
example, we might be
talking about fractions
during a ELA lesson, but I
still expect my students to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

use proper language and
vocab. 4/27/24
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. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access to students in using analysis
or sequence of lessons. students in accessing subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support 7/16/23 levels and abilities. matter.
student access to subject
matter when confusions
are identified.

I utilize teaching tools

such as spiral review,
small groups, 1x1
sessions, and many
visuals. I have no problem
reteaching concepts as
needed. 7/16/23

This year, I facilitated

literature studies for my
students. These cycles
consist of reading a story,
practicing note taking
skills, and facilitating a
socratic discussion on
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

interpretative questions
of the story, and writing
on speculative question
topics that make the
students think outside of
the story and apply it to
real life. Here is the SLIDE
DECK of the years first
cycle. (12/10/23)

I have continued on with

the literature studies for
the remainder of this
school year. After a whole
years, worth of teaching
them, I do feel that there
are some activities that
need further development
to better challenge the
students, and this is
something I have yet to
change. 4/27/24
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Although I do take the Over the summer, I With the use of the pacing
time to adjust the worked on creating guides and already
curriculum, my specific curriculum for my created project lessons
adjustments are minimal. GATE students. I created from this past summer, I
I will provided different from scratch, literature have worked to create
options for portfolios, and study, STEAM lab, and each of them to be
assessments, and I will passion project lessons interdisciplinary by
drop assignments as that would serve as nature, helping students
necessary. 7/16/23 enrichment opportunities to create connections
for the students. These across subjects. 4/27/24
lessons would be held
over Zoom for my
students through out the
week. These lessons were
tailored to focusing on
how to creating spaces
that took what they
would be learning in their
daily standards based
lessons and be further
developing the content,
and skills fourth graders
focus on. The goal was to
create more accurate
zones of proximal
development for these
students. (12/10/23)
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 addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. 7/16/23 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

I try to utilize strategies
such as PBL, TPS,
variations of
differentiation, socratic
seminar, etc. but I am still
not consistent in my uses
of these strategies.
7/16/23

For my math warmups, I

took data from my
students beginning of
year comprehensive
diagnostics on iReady. I
look to see what skills my
class as a whole needs to
practice. I take these skills
and find Number
Talk prompts that align
with the needs of my
students. In Number
Talks, students practice
open ended
discussions by reading
over math prompts that
do not have one right
answer and give the
students a chance to
explore multiple ways to
solve one problem. These
warmups also give the
students a chance to
practice verbally
discussing math concepts
with academic
language. (12/10/23)

In regards to consistent
use through a series of
sequenced lessons, my
strategies remain the
same from back in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

December. I have
continued to use similar
warmups with not much
improvement, however, I
know I do need to figure
out how to make these
warmups more engaging
even for struggling
students, who perhaps up
until this point still feel
nervous at participating
in them. 4/27/24
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. 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
7/16/23 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I do my best to explore This year I created a Class The use of programs such
resources that I am Website that houses all as IXL, ST Math and
provided by my school/ the resources and Explore Learning
instructional coaches/ information that my programs, has made
other teachers, but I students need in one practicing certain skills
rarely find resources on place. Particularly on the more accessible to a
my own. 7/16/23 enrichment tab, I house variety of needs but it is
the platforms my students helping to practice critical
have access to in order to thinking skills in a fun and
practice math and reading engaging way for the
skills with game based students 4/27/24
play, such as Prodigy, or
Wonder
Workshop. (12/10/23)

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. 7/16/23 SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I make sure to review
data of my EL students
are the beginning of the
year, and I do strategies
such as providing
sentence templates, and
visuals, as well as
provided appropriate
modifications to
assessments when
necessary, but the reality
is that I have had very few
EL students so this is an
area I have had little
practice in. 7/16/23

I have continued to be
mindful in creating ELD
specific learning
objectives before each of
my lessons, to ensure I am
hitting at either a
speaking, listening,
writing or a reading skill.
4/27/24
3.6 Addressing the Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
needs of English range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
learners and student 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
with special needs to
supports in single lessons or competencies to provide special needs to ensure their own strengths,
provide equitable sequence of lessons. appropriate challenge and adequate support and learning needs, and
access to the content accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
families. and families during meetings with resource personnel, support staff, and families to collaborates with resource
and activities in support of para-educators, and families ensure consistent personnel, para-educators,
learning plans and goals. to ensure that student instruction. Supports families, leadership, and
services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral Seeks additional information referral processes and special needs.
processes for students with on struggling learners and Refers students as needed in follow-up meeting to ensure
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

special needs. advanced learners to a timely and appropriate that students receive Takes leadership at the
determine appropriateness manner supported with support and/or extended site/district and collaborates
for referral. 7/16/23 documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I ensure I am in proper
communication with the
families and SPED
department, and I aim to
provided appropriate
modifications for course
work, but I need growth
in the referral process.
7/16/23

This year, my students in

need of extra math
practice, I gave them
access to a platform
called ST Math. This
platform is highly visually
based, and is not text
heavy. Any students that
need extra math practice
that are also ELs, I
typically assign them to
this program, because it
gives them a chance to
practice their math skills
without being hindered
by their reading levels.
(12/10/23)

I have ensured that I am

staying up to date with
case managers about any
specific accommodations
that I should be
incorporating 4/27/24.