CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic language, and academic
matter academic content standards and content standards.
content standards instruction. (9/24/19)
-Prior to teaching a new
unit, I review key
concepts and work to
design a unit that not only
builds upon those key
concepts in order to allow
the student to reach
learning outcomes, but
also takes into
consideration the state
mandated standards. For
example, at the beginning
of each new unit I start
with a KWL chart in order
to assess students prior
knowledge on the subject
in order to further guide
my instruction. From
there I inform students of
key vocabulary words
before diving into any
new material. (9/24/19)
Integrating
Uses broad knowledge of
inter-relationships of
concepts, academic
content standards, and
academic language in
ways that ensure clear
connections and
relevance to students.
(5/5/2020)
-Much like I mentioned
when I completed the self
assessment at the
beginning of the year,
prior to beginning a new
unit, I take into
consideration both the CA
state standards for social
studies, but also any
additional standards /
learning objectives that I
feel would be appropriate
for my students to know
and be familiar with. In
addition prior to
beginning of unit of study
I review key vocabulary
terms, using them to
make relevant
connections to my
students daily lives, in
order to allow them to
grasp the concepts
covered in greater detail.
In addition, during the
first several units that I
cover, I like to plan across
curriculum with the bible
and English departments
as I have found that much
of what they teach in the
Innovating
Uses extensive knowledge
of subject matter
concepts, current issues,
academic language, and
research to make relevant
connections to standards
during instruction and
extend student learning.
(12/8/2020) (5/5/2021)
-I personally pride myself
in being knowledgeable of
my content matter that I
am teaching. In order to
stay up to date and make
sure that what I am
teaching is still relevant I
read through my lesson
plans and PowerPoints
prior to teaching them
and ensure that all factual
information is up to date.
In addition I generally
make the effort to tie the
content standards that I
am teaching to current
events and in doing so
make the information
more relevant to my
students. In addition
throughout the whole
process, I ensure that my
lesson objective match up
with CA content
objectives as well.
(12/8/2020)
As I stated last semester,
while I do pride myself in
being knowledgeable in
regards to my content
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

opening months of the area, I have found that the
year correlates to the trick this year in
material that I go over particular has not only
with my students as well. been understanding your
In doing so, I have found content but also how to
that this gives my then make that content
students a greater relevant and engaging. In
interest and order to do so I have
understanding in the found that I have adopted
concepts that we are new strategies (some
covering. (5/5/2020) worked great, others
could use some fine
tuning) in order to better
engage my students and
connect with things that
they are interested in. (ex
Renaissance Hisagram:
students were required to
chose a figure we
discussed associated with
the Renaissance and
create a fake social media
profile for that individual
utilizing a template
provided. Thus
integrating something
they are interested in
with the content being
taught.) (5/5/2021)
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
3.2 Applying becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
knowledge of differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
student development understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
and proficiencies to matter. proficiencies and support understanding of subject subject matter including academic language.
ensure student understanding of subject matter including related related academic
understanding of Teaches subject-specific matter including related academic language. language. (5/5/2021) Engages student at all
subject matter vocabulary following academic language. (5/5/2020) (12/8/2020) levels of vocabulary,
curriculum guidelines. (9/24/19) Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
Provides explicit teaching of essential vocabulary, language, text structures, directed goal setting,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

of essential content
vocabulary and
associated academic
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.
(9/24/19) / (5/5/2020)
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
(12/8/2020)
grammatical, and stylistic
language features to
ensure equitable access
to subject matter
understanding for the
range of student language
levels and abilities.
(5/5/2021)
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

-As mentioned in the -Through the process of -In reworking my

previous section, prior to
starting a new unit I
believe that it is vital that
I tap into any previous
knowledge that students
may have concerning a
specific topic that is going
to be discussed. From this
data I am then able to
cater the rest of my
instruction to the various
needs of my students. Not
only do I identify key
vocabulary terms and
idea prior to the start of a
new unit; but as I work
through a unit of study
with my students I
remind them of those
term and ideas as we
encounter them in
instruction. In addition
when I notice there to be
confusion regarding the
material that I am
teaching, I pause and
reteach those ideas in a
new way that students
completing my ILP this
semester I gained a new
understanding of the
importance of
differentiated instruction,
as I found that by simply
changing the learning
strategies that I utilize in
my classroom can play a
big part in student
achievement. By
differentiating my
instruction, I was able to
better meet the needs of
each of my student’s as it
provided me with the
ability to focus directly on
each of their learning
needs. (5/5/2020)
(12/8/2020)
-I have found that pre-
teaching vocabulary is
exceedingly important,
especially to my
psychology class in which
students may encounter
many terms and words
curriculum for this year, I
made it my goal to take
my students diverse
learning needs into
careful consideration as I
was choosing what
strategies I utilized in
order to teach each unit. I
found it that introducing
academic language and
vocabulary that would be
touched on in each unit
was vital to my students
understanding of the
learning concepts. I
personally found that by
dividing vocab per
chapter students were
better able to retain this
information, than by just
lumping it all together.
Additionally for students
with learning profiles, I
have found that it is
crucial that I follow up
with them after each
lesson and provide them
with a filled in version of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

may be more adept to that they are unfamiliar the vocab in order to
connect to (9/24/19) with. In order to do so, I address any terms that
provide students with they might not have
vocabulary sheets which understood . (5/5/2021)
we go over prior to
beginning a new unit of
study in order to give
them an idea of the
meaning of the terms
before instruction begins.
In addition, I also have
students in my World
History classes define
terms that are specific to
the lessons that we cover
for homework as well.
(12/8/2020)

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. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
(5/5/2020) (12/8/2020) comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. (5/5/2021)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

-Not only do I utilize the -As previously mentioned -As I develop lesson and
organization that is at the beginning of the unit plans, I ensure that I
provided through my school year when what I include a variety of
curriculum and its text, am teaching correlates formative assessments
but I also strive to with what is being taught (reflection questions,
connect information in both the English and kahoots, polls) in order to
taught in one unit to Bible departments, we all better allow me to track
information that was meet together in order to the progress of my
covered in another. In discuss what exactly we students and ensure that
addition, through the are teaching in order to they are understanding
current event ensure that what one of the concepts presented.
assignments that I have us teaches does not Additionally, I utilize data
my students complete on negate the other two. I provided from these
a weekly and bi weekly have found that by assessment tools in order
basis, I attempt to aligning our lessons it to drive future instruction
connect information that allows for students to and determine if any
they gained through their gain a greater objectives require
research of what is going understanding of the reteaching. At the end of
on around the world to content material for all each lesson, I like to
what we are studying in three classes. (5/5/2020) provide my students with
class at the time. (12/8/2020) time to review the
(9/24/19) concepts that were taught
via book questions or a
worksheet, additionally
during this time, I like to
individually check in with
my students, providing
them a platform to voice
any concerns or
misunderstandings that
they may have with the
material that was
presented on. (5/5/2021)
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
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.(9/24/19) / diverse learning needs. understanding knowledge of subject
(5/5/2020) (12/8/2020) connections within and matter.
across subject matter.
(5/5/2021)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
-In addition to using the
strategies and activities
that are provided within
my curriculum, I seek to
use the data that I have
gathered in regards to
student understanding in
order to develop
strategies and activities
that are appropriate for
their level of learning. For
example, I recently
assigned a project to my
Untied States history
class in which students
had to highlight life in an
American colony of their
choosing. In order to
complete this project,
students were given the
opportunity to either
create a poster board,
PowerPoint or write an
essay regarding the
colony of their choosing.
(9/24/19) /(5/5/2020)
Applying
-As I have stated for other
CSTP standards,
throughout the semester
my eyes were opened to
the benefits of using
playlists in individual
lessons and units. The use
of playlists allows for me
to individually cater
instruction and
assessment in a myriad of
new and innovative ways
in order to ensure the
learning needs of every
student are met.
(12/8/2020)
Integrating Innovating
-As I have previously
stated throughout the
summer leading into this
year, it was my goal to
increase my repertoire of
tech and web based tools
that I could integrated
into my classroom in
order to meet students
diverse needs. One tool
that I have been
particularly fond of
throughout the year is
Flipgrid, as it has allowed
my students with the
platform to express
themselves through
creating presentations, as
well as interact with their
fellow classmates.
Additionally as we
proceed through lessons
across units of study, I
ensure that I make note
of connections that are
made between chapters
and units. Additionally, if
I am aware that what my
students are learning
either in English, bible or
a variety of other subjects
correlates to what we are
discussing I ensure to
make note of it, in order
to spark greater student
interest. (5/5/2021)
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
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.(9/24/19) subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. (5/5/2021) 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 (9/24/19) (5/5/2020) 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.
(12/8/2020) (5/5/2021)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
-In developing a unit of
study the first thing that I
do is to review the
material that I will be
teaching and gather
supplemental material
provided both from the
curriculum and other
reputable sources that
will allow students to
reach the desired
outcome in an innovative
manner. For example,
throughout many of the
PowerPoint
presentations that I
create for my classes, I
include page numbers
from the text as well as
outside sources where
further information
regarding a topic can be
found. I then aid students
in understand and
connecting that material
to what we are learning
in class (9/24/19)
Exploring Applying Integrating Innovating
-If this semester has -The transition of In order to ensure that all
taught me one thing it is education to an online materials are available
how to utilize various platform has allowed for and accessible to my
technological mediums in me to drastically grow in students, I have
order to teach and engage the number and variety of developed a class landing
my students. In addition, different resources that I page via the LMS my
not only do I rely upon utilize in my classroom. school utilizes (MyWCS)
the curriculum laid out by Whereas traditionally I in order to provide a one
my text book, but I also might have only utilized stop shop for everything
supplement it with the text book, the and anything that a
additional readings and activities that it provided student may need to
activities to further as well as my own access for any of the
engage my students. One personal PowerPoints courses that I teach.
specific website that I and handouts, this year I Additionally when new
have found to be helpful have been forced to materials are added, I
in making up for my lack search outside the box for make sure that I inform
of creativity is teachers new and innovative my students of this at the
pay teachers. This has resources for students to beginning of a class
been a valuable resource utilize in order to meet period. (5/5/2021)
to me when I am in a bind learning objectives. One
and need a group activity such program that I have
in order to break things had my students utilize in
up. I have found several order to make digital
good activities utilizing presentations is glogster,
this website throughout a digital posterboard
the course of the creator that allows for
semester that I have more creative freedom
changed and adapted in than a PowerPoint.
order to meet the diverse (12/8/2020)
learning needs of my
students. (5/5/2020)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’
primary language and
English language
proficiencies based on
available assessment data.
(9/24/19) / (5/5/2020)
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. (9/24/19) /
(5/5/2020)
Exploring
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.
(12/8/2020) (5/52021)
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.
(5/5/2021)
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.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
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
-Prior to the start of each
new school year, I take a
moment in order to
review my students IEP’s
504’s and learning
profiles in order to gain
an initially gauge as to
how I should set up my
classroom and
instructional strategies
that I should implement.
As the year progresses
and I get to know my
students, I continue to
utilize the data gathered
in order to perfect my
lessons and engage each
of my students with
material that is
appropriate for their
learning proficiencies.
This is extremely relevant
to my ESL United States
History course, as it is
pivotal for me to
understand these
students English
proficiencies in order to
effectively teach them.
One method that I find
works well with these
students is image analysis
and breaking down
information into graphic
organizers that allow
them to better
understand connections
between various lessons.
(9/24/19) /(5/5/2020)
Exploring Applying Integrating Innovating
-Given the nature of -While I have not had the
remote learning, I have opportunity to interact
found that teaching ELL’s with as many ELL
has been a bit of a students this year as I
difficult task to say the have in the past (I taught
least, as a majority of my a full section of US
ELL students as still in History to ELL’s in
there home country previous years), I have
(China or Korea) which found that many of the
has made communication skills that I was able to
minimal at best. Despite develop through teaching
these confines, I have them I have been able to
attempted to structure transfer to working with
my lessons in a manner ELL’s who chose to take
that is engaging and my ‘general’ classes.
relevant to them while Much like I do for
meeting there learning students with learning
needs and allowing them profiles, I also provide
continual development. additional support (filled
(12/8/2020) in vocab sheets, notes,
study guides) to my ELL
students in order to
better help them
understand the concepts
being presented.
(5/5/2021)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families. (9/24/19)
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. (9/24/19)
Exploring
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. (12/8/2020)
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
previous to referral.
(5/5/2021)
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
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

-As mentioned in the -This year my school -In addition to utilizing
previous section, prior to really increased the additional web based
the start of each year I amount of aid that was tools in my instruction,
take a moment to read provided to students with increasing the amount of
over my students IEP’s special needs in hiring a support given to students
504’s and learning full time ‘Learning with learning profiles, has
profiles in order to best specialist’ who serves as a been something that I
cater my class to meet liaison between students, have challenged myself to
their needs. I then take parents and educators continue to develop this
that data and modify my alike. I have found that he year. I fell as though I
instruction, assignments has been an invaluable have accomplished this
and assessments in order resource as he has filled goal, as for example I
to best meet the learning all of us as teachers in, in have provided these
needs of these students. regards to what each of students with additional
In addition, I keep in our students need and aids (filled in notes, study
close contact with both how to best serve them. guides, vocab sheets) in
counseling and the (12/8/2020) order to better aid them
parents of these students in understanding the
in order to update them material. Additionally,
on student progress and with my school having
learn of any changes in bolstered the counseling
their learning plans that department this year I
may cause me to alter my have been able to receive
instruction. (9/24/19) additional aid and
support and
communicate with them
in regards to the needs of
these students on a more
regular basis. Lastly, I
have made it my goal to
stay in close contact with
the parents of these
students as in doing so,
we can both work
together in order to
ensure that their child
was able to comprehend
and understand the
learning objectives being
presented. (5/5/2021)