CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic
matter academic
content standards and
content standards
instruction.
With each Live Lesson, I
include a slide that
reviews how the current
lesson and our
assignments match up to
the appropriate California
state standards for the
grade level. I let students
know that while it may
seem like a lot of
“technical stuff,” it’s
important for them and
their families to
understand what is
needed for them to
graduate.
I show students that
these standards are also
listed in their gradebooks,
and they can check their
scores in the class based
on the individual
standards that are met
(this also helps when we
need to differentiate on
an individual or group
basis).
(9/25/18)
I feel as though I am
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive knowledge
the relationship between inter-relationships of of subject matter
essential subject matter concepts, academic concepts, current issues,
concepts, academic content standards, and academic language, and
language, and academic academic language in research to make relevant
content standards. ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
In addition to providing
the state standards that
students are expected to
work through and
experience within each
LiveLesson, I use our
school’s Assessment
Objective Performance
Report tracker to see how
individual students are
meeting objective clusters
via their automated
assessment assignments.
This report is especially
useful during
conferences/IEP
meetings.
(11/2/19)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

about the same with this
standard as at the
beginning of the school
year. I continue to explain
the relevance and
associated standards of
the material but would
like to be able to go more
in-depth with make the
correlation to help
students understand the
relevancy.

(5/5/2019)
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.
Each unit of instruction
has a set of vocabulary
words/terms, both
technical/literary and
more generalized to
develop a broader
understanding and usage
of language.
Throughout lessons, I use
vocab words in sentences
to assist students in
understanding context. I
instruct students to not
only read them as they
appear in text, but to
practice using them in
speech and writing.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
This semester I spent
more time helping
students with their study
guides and making sure
they weren’t just filling
the guides in with what
they thought was correct,
but by actively working
through them together as
a whole-group to make
sure all students
understood the terms and
that answers would be
consistent.
(5/5/2019)
While I have some ideas
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Students are given access
to various study guides to
assist in their retention of
technical and vocabulary
terms and are taught
mnemonic devices to aide
in their memorization
and comprehension.
These can include
drawings, audio
recordings, or videos
based on students’
learning styles.
(9/25/18)
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing
understanding of the lessons to support
curriculum to
subject matter. understanding of subject
facilitate student
matter.
understanding of the
subject matter
Applying Integrating Innovating
of strategies I would like
to implement to help with
vocabulary and language
acquisition, I haven’t had
many opportunities to
change the current
school-provided
curriculum. However, I
am providing more
opportunities for targeted
drop-in LiveLesson office
hours sessions to allow
students to work in small
groups to work on study
guides and practicing
terminology, literary
devices, and idioms.
(11/2/19)
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources of curriculum and related
readiness to organize and to organize and adjust resources to flexibly and
adjust the curriculum to instruction within and effectively organize and
ensure student across subject matter to adjust instruction.
understanding. extend student
understanding. Ensures student
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

This is something I am I have felt more Prior to unit test review
doing at a base level as a comfortable as the sessions, I will review the
new instructor. Our schoolyear progressed class averages for smaller
curriculum is rigid and making adjustments as assessments. I will
does not allow for much needed. Our curriculum is identify areas of
change or supplemental a bit more rigid, and I weakness/trouble. Prior
work. only have one whole- to moving on with the
group lesson a week, so review, I will reteach the
Our parent company, any changes that need to material as needed and
Pearson Online Learning, be made must be use poll pods to check
has digital textbooks and beneficial, efficient, and and see if students feel
course trees/outlines that curriculum/standards comfortable moving on
are used in conjunction based. I have worked with the material or not.
with a set planner for within my PLC and with
both students and my team-teaching cohort (11/2/19)
teachers to follow. While to make changes as
students have more necessary (dropping non-
flexibility when they standards-based
complete work, teachers assessments, revising
are expected to adhere to portfolio requirements,
that specific schedule of etc.)
lessons.
(5/5/2019)
I utilize the course tree
and planner in our
Connexus system as a
means of not only
organizing my lesson
plans, but also use it to
help guide students on
how to practice their time
management skills when
creating weekly
homework/lesson
schedules.

(9/25/18)
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that addresses academic language, and full range of student
subject matter appropriate to subject students’ diverse learning guide student in towards a deep
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
In our Connexus The independent nature
independent lessons of our program makes it
provided to students, they easy for students to
are encouraged (but not complete their
required) to keep a assignments in a way and
journal, either in a timeframe suitable for
program like Word or One their unique needs, but
Note (response the caveat is that many
notebook), to take notes students do not know
and work on grammar how to use the available
exercises and analysis resources.
questions for literary
works. In my LiveLesson lectures
I use a variety of
Often, these are not instructional strategies.
enough for some students One activity is
to increase incorporating adequate
understanding. After my “wait time” when posing
direct instruction on a questions to my students.
topic, I follow up with For example, I use a timer
both time after lessons application to keep track
and office hours for of time (as we have so
students needing extra little whole-group
help. We utilize KWL instruction time).
charts anticipation
guides, and low-threat When forming small
practice assessments. groups for breakout
sessions, I will break
(9/25/18) students up based on
interests/learning styles.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

(11/2/19)

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
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
and online subject matter
resources based on
individual needs.
Pearson Online/Connexus I have become much
provides students not more familiar with the
only with primary resources that are
sources, but available within our
supplemental materials Pearson/Connexus
such as Scholastic and program. I have held
Discovery Channel several drop-in office
articles/videos hour workshops for
embedded within the students who needed
lessons. extra help how to
navigate through our
I know these are not school’s EBSCO database,
always enough—for Khan Academy, and
example, one thing Grolier Online. As my
students struggle with is students have worked on
MLA formatting. I use the their research portfolios, I
Purdue Online Writing have helped them find
Lab (OWL) as an sources/databases where
additional source. I walk they can access
students through reliable/academic
navigating the site via a resources. Students with
shared screen application appropriate
in our Live Lesson accommodations within
program. (9/25/18) IEP/504 plans can use
assistive technology and
additional notes on
assessments as
appropriate.
(5/5/2019)
Integrating Innovating
support. ongoing links to outside
resources and support.
Our all-online
environment allows me to
have students who are
located from across the
state. Unfortunately,
many of my students are
in areas that have been
affected by the PG&E
power outages and by
wildfires. I have been
working with my
homeroom families to
helps students find local
internet cafes, libraries,
and coffee shops with free
wi-fi to help them
continue with their
schoolwork during these
difficult times. I have also
provided these families
with PDF versions of the
textbooks so they can
continue to work on
assignments without
internet connections.
11/2/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’
primary language and
English language
proficiencies based on
available assessment data.
3.6 Addressing the
needs of English
learners and student
with special needs to Provides adapted materials
provide equitable to help English learners
access to the content access content.
EL students are designated
upon entry into the program
and assigned as ELD
(English language
development) and ranked 1-
4 based on their proficiency
(1 being the lowest—
emerging--and 4 being the
highest--expanding). They
are provided with additional
services, including 2-3 times
a week one-on-one with and
instructor. I have access to
their assessments and
scores.
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
I have had the
opportunity to sit in on
several of the ELD lessons
to develop a better
understanding of what
the EL students are
covering and how best to
adapt to their specific
needs based on their ELD
level.
(5/5/2019)
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.

I would like to develop a While I do have ELD

closer working relationship
with these instructors to
better serve my students.
This includes access to their
data/resources.
(9/25/18)
students this year, I have
many more students with
IEPs and 504 plans. I
haven’t had as many
opportunities to grow
with my ELD students as I
would like and will need
to take some more time to
develop more integrative
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
3.7 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
with special needs to data provided by the school.
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
strategies to help support
my English learners
beyond deferring to the
assigned ELD-instructors.
(11/2/19)
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.
Applying
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
Integrating
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.
Innovating
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Our program keeps
detailed records of
504/IEP students.
Teachers have access to
their electronic records
and are included in
special logs that are
regularly updated by
teachers and case
managers.
On my teacher homepage,
I can see a full list of
students I have who have
accommodations in place.
From here, I review their
plans, and develop
modified portfolio
assignments as needed. I
also have access to the
shared logs that lets
teachers/counselors/case
managers keep track of
relevant information.
I have also participated in
several initial and interim
IEP meetings with my
students and their service
providers, caretakers, and
school administrators.
Through these
Applying Integrating Innovating
previous to referral. referral processes.
In addition to my This year our PLC group
previous self-assessment, had the addition of an
I have become more assigned school counselor
comfortable with and a SPED case manager.
identifying students who This has been an
might benefit from an incredibly beneficial
IEP/504 eval. I work addition, as I have
closely with case worked with our SPED
managers from each representative to develop
section to help an IEP-focused reteaching
communicate with and test correction
families what possible workshop for each major
SPED students’ specific quiz and unit test. We also
needs are and how best to work together to make
address them in the sure that these students
referral process. I have have access to accessible
had 3 students so far that material, such as text-to-
have been referred for speech/speech-to-text,
first-time IEP evaluations audiobooks, page
successfully based on contrast adjusting
interactions and programs, and other IEP-
classroom observations. required
accommodations.
(5/5/2019)
11/2/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

collaborative efforts, we
have been able to develop
appropriately modified
instruction for students,
taking their special needs
in consideration.

(9/25/18)