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. 9/29/19 5/6/20 connections and connections to standards
relevance to students. during instruction and
12/9/20 extend student learning.
4/1/21
I feel that I have a strong Since it was not possible This semester I focused
knowledge of my subject for me to get through the on having students make
area (mathematics), but I entire curriculum this connections between the
struggle to take this to a school year (due to content standards and
higher level with my remote learning) I think I real-life applications. For
students. Often, I feel that did a good job of sifting each quarter, students
my students have a basic through the material and completed projects that
understating of the choosing the most tied material to real-
concepts, but that their relevant and essential world issues and
actual knowledge is not topics to teach to my highlighted critical
very deep. They have a students. For example, I thinking skills. 12/9/20
hard time making decided to end the year I still believe I am at this
connections between by teaching probability stage, however in my
concepts, and struggle and statistics since this is Math Reasoning class the
with critical thinking. I a topic frequently students completed a
would like to work on encountered on the SAT project on credit cards,
this and would ideally and is also a good topic to which was a great real-
prefer to cover fewer know for real life world application project.
topics with a greater problem-solving. 5/6/20 4/1/21
depth of knowledge, than
to cover the whole
textbook but with a
shallow understanding.
9/29/19
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. 9/29/19 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. 12/9/20 4/1/21 levels of vocabulary,
knowledge of curriculum guidelines. 5/6/20 academic language, and
student development 9/29/19 Provides explicit teaching Provides explicit teaching proficiencies in self-
and proficiencies to Provides explicit teaching of essential vocabulary, of specific academic directed goal setting,
ensure student of essential content idioms, key words with language, text structures, monitoring, and
understanding of vocabulary and multiple meanings, and grammatical, and stylistic improvement. Guides all
subject matter associated academic academic language in language features to students in using analysis
language in single lessons ways that engage ensure equitable access strategies that provides
or sequence of lessons. students in accessing to subject matter equitable access and deep
Explains academic subject matter text or understanding for the understanding of subject
language, formats, and learning activities. range of student language matter.
vocabulary to support 12/9/20 levels and abilities.
student access to subject 4/1/21
matter when confusions
are identified. 5/6/20

It would be helpful to I have made an effort to I have used a variety of I have focused on using
have more data on my emphasize academic assessments (both formal more of a variety of
students. For incoming vocabulary this school and informal) this assessments this year
students I only have their year. In addition to semester to ensure (both formal and
previous grades and making a word wall, I student understanding of informal) and have made
STAR test score. This have students make their subject matter. These it a priority to analyze the
year I have tried to own Quizlet flashcards assessments include data I gather from them.
incorporate more with the vocab words warm-ups, google forms, 4/1/21
vocabulary into my from each chapter. They online games and unit
classroom. I struggle can then use these exams (to name just a
with this in the math flashcards to study or few). 12/9/20
classroom. I have a play games. I also test my
“word wall” which I think students on vocabulary,
is helping both me and despite teaching a math
my students place class. 5/6/20
importance on subject-
specific vocabulary.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
9/29/19

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. 9/29/19 understanding of subject understanding. 12/9/20 extend student instruction.
facilitate student matter. 5/6/20 understanding.
understanding of the 4/1/21 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
The curriculum maps I have improved in this This semester I have I gave my students a
provided by my district area by building in really had to focus on course outline at the start
(ADLA) is confusing to lessons or reordering what is the most of the year, and we
interpret and does not some of the standards in important concepts in the continue to work our way
closely align with the a way that makes more curriculum to cover, since through it. The outline
textbook we use. I sense to my students. For our school days have coincides with the
struggle to organize this example, prior to been shortened due to common core standards
in a meaningful way. teaching 3 x 3 systems of virtual instruction. This and our textbook.
9/29/19 equations, I built in a has made me take a 4/1/21
lesson reviewing how to deeper look into the
solve 2 x 2 systems of curriculum and I have
equations. 5/6/20 planned things more
efficiently because of
this/ 12/9/20

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. 9/29/19 diverse learning needs. understanding knowledge of subject
5/6/20 connections within and matter.
across subject matter.
12/9/20
4/1/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Within my department, I try to provide as many I have used a variety of
we do a good job of varied resources to my resources to help me in
sharing instructional students as possible. If this. This semester
resources and strategies students need specifically, I have used
that work well. It is very reinforcement of a Desmos frequently both
helpful to have concept I will give them as a graphing tool and for
supportive and extra Kuta skills practice their classroom
knowledgeable or assign them a Khan programs. I have even
colleagues. Additionally, academy lesson. I have used Desmos to build my
some of the PDs I have also opened myself up to own game and tutorials
attended have helped me video tutoring sessions for my students to play
gather good resources. I during this time of during class time.
am always looking to remote learning, which 12/9/20
improve in this area. has been a great resource I feel that I am at the
9/29/19 to my students that same stage this semester
require more individual as I was previously.
attention. 5/6/20 4/1/20

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. 5/6/20 and skill development in needs and make subject extend student
instructional students. 9/29/19 subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support 4/1/20 subject matter.
make subject matter resource needs. 9/29/19 available to all students. differentiated learning of
accessible to all 5/6/20 subject matter. 12/9/20 Assists student with Ensures that student are
students 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. resources and support.
individual needs. 4/1/21
12/9/20

I wish that I had more As stated above, during The projects that I have Incorporated a project in
time to explore additional this time of remote assigned to my classes February, which is black
instructional resources, learning I have been this semester has history month. Would
however, due to time learning on additional incorporated diversity like to continue
constrains I often find resources to help me and called on students to incorporating projects
myself using the same teach effectively. I have collect and analyze data like this on a more
resources over and over been able to discover new from their own consistent basis.
again when I know that ways to communicate communities. 12/9/20 4/1/21
there is so much more out with my students, which
there. 9/29/19 has also been helpful. For
example on Schoology, I
have made “break out”
rooms for my students
where they can work in
small groups with each
other and video chat to
help one another. 5/6/20
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
9/29/19 writing. Uses multiple instruction using one or language and content students to establish and
5/6/20 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 4/1/21
learners and student development. 12/9/20 Develops and adapts Is resourceful and flexible in
with special needs to Provides adapted materials Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable to help English learners Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content access content. 9/29/19 using visuals, models, and standards-based instruction for language and content for based on English learners’
5/6/20 graphic organizers. 12/9/20 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.
4/1/21
At my school, we have a I have worked more Have been having regular
large population of closely with the meetings with my ELL
Chinese-exchange counselors this semester students and their
students. It can be very to make sure that my ELL counselors so ensure that
hard to provide them students are still able to they have everything they
with the resources they succeed in a virtual need during this time of
need. I let them use setting. We hold weekly remote instruction.
online translators, but I check-in meetings with 4/1/21
really struggle to help the counselors and these
them at times. students. 12/9/20
Additionally, since this is

a small private school, we
do not have a lot of extra
support in place of special
needs students (our
counseling department is
small). This can be very
challenging for me as a
teacher. 9/29/19

I have found that I am still
struggling in this area. It
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
has been particularly
difficult for me during
this period of remote
learning to help my ELL
students. In person
communication is such a
big factor and without it,
it has been difficult. As
much as I can I try to
video chat with these
students to help them as
much as possible. 5/6/20

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
9/29/19 supports in single lessons or competencies to provide special needs to ensure their own strengths,
5/6/20 sequence of lessons. appropriate challenge and adequate support and learning needs, and
12/9/20 accommodations in challenge. achievement in accessing
instruction. content.
3.6 Addressing the Cooperates with resource 4/1/21 Communicates and
needs of English Attends required meeting personnel, para-educators, collaborates with colleagues, Communicates and
with resource personnel and and families during Communicates regularly support staff, and families to collaborates with resource
learners and student
families. 9/29/19 meetings and activities in with resource personnel, ensure consistent personnel, para-educators,
with special needs to 5/6/20 support of learning plans para-educators, and families instruction. Supports families, leadership, and
provide equitable and goals. to ensure that student families in positive students in creating a
access to the content 12/9/20 services are provided and engagement with school. coordinated program to
progress is made in optimize success of the full
accessing appropriate Initiates and monitors range of students with
Seeks additional information content. referral processes and special needs.
Learns about referral on struggling learners and 4/1/21 follow-up meeting to ensure
processes for students with advanced learners to that students receive Takes leadership at the
special needs. 9/29/19 determine appropriateness Refers students as needed in support and/or extended site/district and collaborates
5/6/20 for referral. a timely and appropriate learning that is integrated with resource personnel to
12/9/20 manner supported with into the core curriculum. ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
documented data over time, effective implementations of
including interventions tried referral processes.
previous to referral.
4/1/21

As mentioned above, I I have worked more Have been having regular

struggle in this area. I closely with the meetings with my
attend all round table IEP counselors this semester students with special
meetings for my students to make sure that my needs and their
and also try to schedule special needs students counselors so ensure that
one-on-one meetings are still able to succeed in they have everything they
with parents, however a virtual setting. We hold need during this time of
due to limited resources weekly check-in meetings remote instruction.
at my school this can be with the counselors and 4/1/21
tough. 9/29/19 these students. 12/9/20

Same as above. have
found that I am still
struggling in this area. It
has been particularly
difficult for me during
this period of remote
learning to help my
special needs students. In
person communication is
such a big factor and
without it, it has been
difficult. As much as I can
I try to video chat with
these students to help
them as much as possible.
5/6/20