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. 9/23/18 connections and during instruction and
relevance to students. extend student learning.
5/10/19, 4/12/20
As the educator, it is my I achieve this by including
role and responsibility to real life and current event
be comfortable with components to my
curriculum, so I can best teaching style and when
teach it to students. I feel going over material so
like this is an area that is that students can connect
always developing and is to it and find it to be
an area that teachers get meaningful. 5/10/19 I
more comfortable with feel that I am still in the
over time. I feel like I integrating phase of this
better explain content to element. 4/12/20
students and use more
academic language/
concepts now, then I did a
couple years ago, and I
am sure while I am still
applying this element
inside of the classroom. I
will be better equip to
strengthen these areas
with more teaching
experience. 9/23/18
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. 4/12/20 Engages student at all
3.2 Applying vocabulary following academic language. 5/10/19 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 abilities. matter.
student access to subject 10/11/19
matter when confusions
are identified. 9/23/18
I feel like this is an area I check for understanding I go over renstar scores to
that I am doing well in. and frame questions to know where my students
Whenever my students best support my student are placed so that I can
are confused, I like to understanding so they best assist them with
provide alternate build their understanding vocabulary and how to
examples that seem of a concept. I define help guide them through
relatable to them, so they academic language so the content. 4/12/20
can develop a connection students comprehend
to the content, language, what they are learning. I
vocabulary. Keeping the do this with critical
example, I provide thinking questions and
students, relatable to 5/10/19
them or to a concept they
already know, makes it I strive to explain
easier for them to vocabulary, idioms, and
understand. 9/23/18 concepts to students in
ways relatable to them so
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
that they can take the
vocabulary, idiom, or
concept and make the
connection with subject
matter. This is
accomplished during
class lecture and
classroom discussion.
10/11/19
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. 5/10/19 extend student
facilitate student
matter. 9/23/18 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
I feel like I am in between I do this by checking for I work with students to
exploring and applying understanding by framing identify struggles and we
this area, depending on questions or posing ideas work towards finding
the circumstances. I to see how much a effective ways to better
always reflect on how student understands a comprehend the material.
students are responding concept or idea, so I know We identify strategies
and assess the best way how to build from their that students can use, like
to accommodate their understanding. 5/10/19 I note taking and
learning needs. This may feel that I am still in the vocabulary development.
be altering a lesson or it applying stage of this 4/12/20
may mean re-organizing element 10/11/19.
curriculum. 9/23/18
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
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that academic language, and full range of student
appropriate to the
appropriate to subject addresses students’ guide student in towards a deep
subject matter
matter. 9/23/18 diverse learning needs. understanding knowledge of subject
5/10/19 connections within and matter.
across subject matter.
4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
This is another area I am I include visuals, audio To ensure students are
in between both support, group learning, I include
exploring and applying, collaboration, sentence checkpoint questions into
depending on the starters, modeling work our discussions and have
circumstances. I always to student to best support students reflect on their
reflect on how students them to ensure they are own progress so we can
are responding to comprehending the address areas that they
instruction and assess the academic language they need more support in. I
best way to accommodate are reading or analyzing. also include real life
their learning needs. To 5/10/19 I am still in the examples when
develop an applying stage of this explaining content, so
understanding of the element. 10/11/19. students better
subject matter. This may understand the material.
be altering my teaching 4/12/20
style or it may mean re-
organizing activities/
lessons/ assignments to
better accommodate
student learning.
9/23/18
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. 10/11/19, critical thinking about
accessible to all Identifies technological technological resources classroom and support 4/12/20 subject matter.
students resource needs. available to all students. differentiated learning of
subject matter. Assists student with Ensures that student are
equitable access to able to obtain equitable
Guides students to use materials, resources, and access to a wide range of
available print, electronic, technologies. Seeks technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
and online subject matter outside resources and ongoing links to outside
resources based on support. 9/23/18 resources and support.
individual needs.
From what I have
observed, students have
different technological
abilities, some are
comfortable using
technology and others are
still learning. I always
walk my students
through how to access
and use information
depending on the source
they are using. 9/23/18 I
am still working on this
with my students.
5/10/19, 4/12/20
I have researched helpful
websites that I would like
to use as support to my
students like news la,
student news daily,
Flocabulary, padlet. I also
use Google Forms and
Google Classroom to
work with my students
10/11/19.
3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. 5/10/19 monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
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’
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 4/12/20 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
9/23/18
Other than my EL To ensure that I am
students working with meeting the needs of my
me, there is also a ELS EL students, I work with
(English Language our EL specialist who also
Specialist) at our school works with my students.
who works with students Together we develop
as well. I work with our strategies to assess
ELS to ensure that my EL student needs and
students are getting the effective ways to
support they need to communicate and teach
understand the content content to students.
derived from strategies 5/10/19 I am still in the
the ELS and I feel will integrating stage of this
best work for the element. 10/11/19.
students so they progress
and develop stronger I continue to work with
skills to reach their EL our EL specialist to
goals. 9/23/18 ensure my EL students
receive the assistance
they need to better
understand the content. I
go over vocabulary and
work with students to
better understand
concepts and strategies to
study and understand the
material in meaningful
ways. Something I
provide to students are
sentence starters or
guides to complete essays
successfully. 4/12/20
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, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. 9/23/18 accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
needs of English families. and families during with resource personnel, support staff, and families to personnel, para-educators,
learners and student meetings and activities in para-educators, and families ensure consistent families, leadership, and
with special needs to support of learning plans to ensure that student instruction. Supports students in creating a
provide equitable and goals. services are provided and families in positive coordinated program to
access to the content progress is made in engagement with school. optimize success of the full
accessing appropriate 9/23/18 range of students with
content. special needs. 4/12/20
Learns about referral Initiates and monitors
processes for students with Seeks additional information Refers students as needed in referral processes and Takes leadership at the
special needs. on struggling learners and a timely and appropriate follow-up meeting to ensure site/district and collaborates
advanced learners to manner supported with that students receive with resource personnel to
determine appropriateness documented data over time, support and/or extended ensure the smooth and
for referral. including interventions tried learning that is integrated effective implementations of
previous to referral. into the core curriculum. referral processes.
Other than my EL I am apart of EL meetings
students working with and SPED IEP meetings. I
me, there is also a SES ensure that I am aware of
(Special Education what my students need so
Specialist) at our school that I better assist them. i
who works with students work with the EL
as well. I work with our specialist and SPED
SES, the same way I do department regularly and
with my ESL teacher to am aware of parent
ensure that my SPED concerns so that I am
students are getting the assisting my students in
support they need to all ways possible.
understand the content, 4/12/20
keep open
communication is
families to address
progress/ areas to focus
on, and with the help my
SES create realistic goals
for SPED students.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
9/23/18 I am still working
on integrating this element
into my teaching practice.
5/10/19 I am still in the
integrating stage of this
element. 10/11/19.
