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
language, and academic identify connections concepts, academic content standards, and issues, academic
content standards. between academic language, and academic academic language in language, and research to
3.1 Demonstrating content standards and content ways that ensure clear make relevant
knowledge of subject instruction. standards.7/15/2020 connections and connections to standards
matter academic Understands and explains relevance to students. during instruction and
content standards the relationship between 4/2/2021 extend student learning.
essential subject matter
concepts, academic
language, and academic
content standards. Fall
2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I address the objective of
the lesson before we start
and relate it to real-life
examples. I have the
students say it with each
other and write it down
in their notebooks. I save
time at the end of the
lesson to go back for the
objective and talk about it
and see if we have met it.
7/15/2020
I go over relative
information prior to
starting the lesson. We go
over how the topic and
learning objective is seen
in real life, and have the
students do a little
research to find other
examples before coming
back together. We talk
about examples that are
true and false as well.
Fall 2020
Integrating Innovating
Since I already have a
path set for where I
would like to go and what
units work well with each
other, it gives me ample
time to be able to talk to
others and look up ways
to improve my
instruction. We currently
don’t have an adopted
science textbook, so
making my own materials
does take time, and being
able to modify them as I
go is crucial in allowing
the students the best
possible learning
environment. 4/2/2021
Resources to use to plan
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 curriculum guidelines.
student development Provides explicit teaching
and 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. 7/15/2020
I have the students create
vocabulary sheets and
write down the terms and
definitions, then we go
over each word. As they
discuss each word and
definition, they draw or
search for an image
online. We review these
terms throughout the
entire unit.
7/15/2020
Evidence: Example of a
student’s vocabulary list
for a lesson.
Vocabwlary
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
Fall 2020 levels and abilities. matter.
4/2/2021
I have students read I understand that
together an article, where students all learn at
we popcorn read and it different paces and that
allows students to hear, they require different
see, and follow along as levels of knowledge to
we read the article based complete assignments.
on the vocabulary words. That is why we always
Students then fill out have discussions, and we
vocabulary sheets in always have collaboration
regards to the article to so that everyone can hear
see it in context and each other’s perspectives
understand it better. and how it relates to each
Fall 2020 other’s comfortability and
Evidence: social skills. 4/2/2021
Worksheet to go with the
article
Article vocabulary
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Worksheet
Fall 2020

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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. extend student instruction.
curriculum to
matter. 7/15/2020 understanding. 4/2/2021
facilitate student
Uses knowledge of Ensures student
understanding of the
curriculum and student comprehension and
subject matter
readiness to organize and facilitates student
adjust the curriculum to articulation about what
ensure student they do and do not
understanding. understand.
Fall 2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Another teacher and I I use the information
create a lesson plan of from lasts years classes to
activities and curriculum modify how I teach and
based on the standards instruct the lessons for
set forth by the state of this year. I able to reflect
California. It allows the on how it matches the
skills, activities, and curriculum and what I
assessments to be can do better to make it
planned out and how we more informational,
are going to address each interactive, and allow the
standard to make it students a better
hands-on and ensure that understanding of the
the students will standards. 4/2/2021
understand the content as
well as enjoy learning.
7/15/2020

Evidence:
Our planning guide for
each standard

Standards

Lesson plan with other

teachers, and we use
standards to drive our
teachings. We create
more virtual labs online,
while allowing students
alternatives to ease their
time of being online and
to create fun activities
where the students are
able to learn and to have
fun while being on zoom.
Fall 2020
Evidence: Standards we
go over

ISTE 4b – My working
together with the other
teachers, we are able to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

collaborate with each
other and learn as we
teach the students. A lot
of the times the students
will tell me about some
areas of the technology I
didn’t know, and I can
give them information
back to the other teachers
when we collaborate and
we can modify our
teachings and materials.

Evidence: Standards

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. 7/15/2020 diverse learning needs. understanding knowledge of subject
Fall 2020 connections within and matter.
across subject matter.
4/2/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Throughout the lesson I
have students’ think-pair-
share, while also having
students work together in
groups and partners to
easier communicate, as
well as work together to
bounce ideas off of each
other. I allow students the
options to work either by
themselves or in groups
when completing
assignments in class,
while also integrating
portions to have the
students write, talk, and
use hands on strategies.
7/15/2020
Evidence:
Loom video explaining
the project and allowing
them to choose.
Loom video
Applying Integrating Innovating
The activities we do in Each activity and
class allow the students assignment that is given
to choose multiple to the students is thought
avenues of completing about extensively so that
them so they can do it to it allows myself to assess
the best of their ability. each individual student
They can make a video, on an array of factors
type, write, or speak to be related to my class.
able to complete them. Whether they are being
When we read, the lexile social, respectful,
levels help students who understanding the
struggle in reading, as content. By having them
well as myself giving participate and value
instructions via telling their input, it allows them
them and posting videos. to be connected and
Fall 2020 understood. 4/2/2021
Evidence: Loom video
explaining what to do.
ISTE 5a- This particular
activity was desgigned by
myself and allows myself
to showcase a video for
instructions and how it
should look that the
students can watch and
give videos in response,
driving their personal
learning and to
accommodate for
students who struggle
with writing allowing
them to give their
information in a different
way. The students can
then learn from one
another by watching each
other’s videos.
Evidence: Flipgrid
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
3.5 Using and students. subject matter. Resources matter accessible to understanding and
adapting resources, Explores how to make reflect the diversity of the students. 4/2/2021 critical thinking about
technologies, and Identifies technological technological resources classroom and support subject matter.
standards-aligned resource needs. available to all students. differentiated learning of Assists student with
instructional 7/15/2020 subject matter. equitable access to Ensures that student are
materials including Explores additional materials, resources, and able to obtain equitable
adopted materials, to instructional materials, Guides students to use technologies. Seeks access to a wide range of
make subject matter resources, and available print, electronic, outside resources and technologies through
accessible to all technologies to make and online subject matter support. 4/2/2021 ongoing links to outside
students subject matter accessible resources based on resources and support.
to students. individual needs.

Explores how to make

technological resources
available to all students.
Fall 2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use powerpoints or
google slides to give
students access to the
information, as well as
posting the information
on google classroom so
the students can see it. I
have students use these
to complete projects as
well to portray their
group projects. I
frequently have students
complete virtual labs,
write C.E.R’s, and to
understand lessons in the
forms of nearpods where
the students have to
responds to open ended
questions for discussions.
Technology is used
everyday within my
classroom. Whether it
involves completing a
gizmo, which is an
interactive lab online,
google slides, edpuzzle, or
flipgrid. The technology
allows the students to
address their learning in
various different ways. It
also allows myself an
advantage in helping
them use the resources
and supports outside of
the classroom as well.
4/2/2021

7/15/2020

Evidence: A nearpod
lesson, as well as a
student turned in project.
Nearpod lesson
Student project

There are many different

avenues to reach the
students, whether it is
google slides, peardeck,
nearpod, and flipgrid. The
students can see
everything on google
classroom, as well as
create videos to allow
understanding of the
material. The students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
use gizmo to also
complete virtual labs.
Fall 2020
Evidence:
Nearpod and Gizmo
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. 7/15/2020 Attempts to scaffold content
using visuals, models, and
graphic organizers.
Fall 2020
Applying
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.
Integrating
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction. 4/2/2021
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners. 4/2/2021
Innovating
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I received ELL
information from my
school. I frequently talk to
the SPED teachers about
different ways to help
these particular students
out. I sit them close to the
front of the room and
always have someone
next to them who is able
to help them understand
and relay information.
Many of their
assignments are simpler
in wordage and I give
them vocabulary, as well
as matching when it
comes to learning the
vocabulary and language.
7/15/2020
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.6 Addressing the
needs of English
learners and student
with special needs to Attends required meeting
provide equitable with resource personnel and
access to the content families.
Exploring
I received information
form my SPED teachers
and speech psych. I am in
constant contact with
them reviewing how their
kiddos are doing in class.
I am able to have students
work with others to help
them understand and
when we popcorn read, it
allows others to learn
from one another.
Fall 2020
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.
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
Integrating Innovating
English learners integrate
the accomodations given
to them within my
classroom. It allows them
to be able to understand
and keep up with the
materials that we have in
class. If the student’s
don’t feel adequately
supported, or I can sense
they need more support,
it is given to ensure they
are on the same level as
their peers. By reaching
out to their parents as
well, it allows myself to
help their parents
understand who can help
them out at home as well.
A majority of my ELL
students are required to
read in class, because it
allows them to
understand better that I
have found and it allows
them the practice that
they may not receive at
home. 4/2/2021
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 7/15/2020
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.
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
4/2/2021
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.
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
referral processes.

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. Fall 2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I create special folders for
all of my special needs
students and talk to their
case carriers about any
special preferences they
suggest for these
students. I have weekly,
almost daily interaction
with the special needs
teachers informing them
of the students’ progress,
while also differentiating
based on each student’s
needs. I constantly am in
contact with the child’s
parents, while also being
frequently checking in
with each student to see
how they are
understanding the
content by talking to
them, and going over
their work with them.
7/15/2020
I have a wide variety of
special needs students
with different needs
specific to themselves. I
have a constant feedback
system with the SPED
teachers and work
together with them to
adapt and update each
student’s needs
depending on what we
are doing. I also have by-
weekly email or phone
chats with the parents to
keep them in the loop and
inform them about what
will be coming up in the
future to prepare them.
4/2/2021
Performance Feedback
for SPED

I keep in contact with the

SPED teachers and their
aids about how the
students are doing within
my class, and by talking
with them about
accommodations and
what we can do to help
each students. Frequent
checks are issued that
allow the students to
reflect on if the
understand the content
or need to be retaught.
Fall 2020