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
3.1 Demonstrating matter, related academic academic language to
knowledge of subject language, and academic identify connections
matter academic content standards. between academic content
content standards standards and instruction.
Currently, I would rate
myself in the exploring
category for element 3.1.
For each lesson and skill I
examine concepts and
academic language to
make/ identify
connections. I am
familiar with the
standards and what is
required for the grade
level I teach, however I
do not relate every lesson
to the California State
Standards. To improve in
this area, I will relate my
teachings to the standards
so that way I know
exactly what standard I
am teaching and how to
continue to mastery in
that area. 07/18/20
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
I feel that I am now in the
applying element 3.1. I try
to make it very clear to the
students the relationships
between essential subject
matter. I feel that making
the connections between
subject manner is important
so students can understand
what they are learning. I
have made so that our
Science and Language Arts
curriculum match up so
students make connections
within subject manners.
They seem to really enjoy
this because they already
have background
knowledge within the
subjects.
10/25/20
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge of
inter-relationships of subject matter concepts,
concepts, academic content current issues, academic
standards, and academic language, and research to
language in ways that make relevant connections to
ensure clear connections standards during instruction
and relevance to students. and extend student learning.
I am entering the
integrating stage of element
3.1. I try to link the
curriculum for all subjects
so that students are learning
the inter-relationships of
concepts. The main
subjects that I have doing
this with is the Language
Arts and Science. Students
read texts about a specific
topic and then they can do a
hands on activity with this
topic in science. I have
students relating the
subjects and then using the
academic vocabulary that
they are learned through
texts while the are working
through the hands on
portion during science.
5/2021
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
vocabulary following academic language.
3.2 Applying curriculum guidelines.
knowledge of student Provides explicit teaching
development and of essential content
proficiencies to ensure vocabulary and associated
student understanding academic language in
of subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary
to support student access
to subject matter when
confusions are identified.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to develop
instructional decisions to proficiencies, understand
ensure student subject matter including
understanding of the subject related academic language.
matter including related
academic language. Engages student at all levels
of vocabulary, academic
Provides explicit teaching language, and proficiencies
of specific academic in self-directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to ensure students in using analysis
equitable access to subject strategies that provides
matter understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
As of right now I would
rate myself in the emerging
and exploring section for
element 3.2. When I teach
academic vocabulary for
language arts, it is usually
directly from the curriculum
and we just define a word in
a text as we are reading
aloud. For math each
students gets a ring of
notecards and we write
math vocabulary on the ring
as the students learn them.
I do not have time set aside
for vocabulary teaching and
word work. To improve in
this area I will include key
words with multiple
meanings and idioms within
the vocabulary time.
07/18/20
Follows organization of
curriculum as provided by
site and district to support
student understanding of the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Exploring Applying
Currently I would put
myself in applying for
element 3.2. I have been
making it a point of
teaching explicit
vocabulary. When I have
done this with students is
during a novel study. This
has helped with explaining
the context of the story. I
tried to include these in
various learning activities.
11/13/20
Examines organization of Uses knowledge of
curriculum and considers curriculum and student
adjustments in single readiness to organize and
lessons or sequence of adjust the curriculum to
lessons to support ensure student
understanding of subject understanding.
matter.
Integrating Innovating
This is year as I have been
lesson planning I have
really taken the time to
consider the range of
developmental levels into
my instruction. I have done
this by creating 3 levels of
modifications/
accommodations that can
help reach all students
whether they need a reteach
or enrichment. Each day I
explicitly teach about a text
structure, academic
vocabulary, and grammar as
we are reading texts from
our language arts
curriculum.
5/2021
Integrates knowledge of Uses extensive knowledge of
curriculum and resources to curriculum and related
organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
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
Currently, I would rate
myself as applying in the
element 3.3. In general, the
curriculum is just a guide to
follow to ensure that
students are learning the
grade-level standards. If I
feel that the students need
intervention or enrichment
then I will adjust the lessons
to meet the students’ needs
rather than just staying with
the curriculum. For
example I create small
groups of students with
similar levels and then we
have days we focus on
specific skills rather than
following exactly what it
says to do in the
curriculum. 07/18/20
Uses instructional strategies Gathers and uses Selects and adapts a variety
that are provided in the additional instructional of instructional strategies to
curriculum. strategies in single ensure student
3.4 Utilizing lessons or sequence of understanding of academic
instructional strategies lessons to increase language appropriate to
that are appropriate to student understanding of subject matter and that
the subject matter academic language addresses students’ diverse
appropriate to subject learning needs.
matter.
Integrating Innovating
This year has allowed me to
get more comfortable with
the curriculum. Having
already taught the
curriculum last year I now
have the opportunity to
integrate resources that
support the curriculum and
extend student learning. I
have done this in all subject
areas but one that stands out
is Social Studies. I go
through a brief summary of
the Gold Rush and then I
used a novel study and
stations to go in more depth
of the Gold Rush.
5/2021
Integrates instructional Uses an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to meet develop enthusiasm, meta-
students’ diverse learning, cognitive abilities, and
to ensure student support and challenge the
understanding of academic full range of student towards
language, and guide student a deep knowledge of subject
in understanding matter.
connections within and
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
As of right now, I feel that I
am in the exploring and
applying section for
element 3.4. During most
lessons I use a variety of
strategies and adapt the
strategies to meet the
students’ at their level and
help them to understand the
material in a variety of
ways. I try and use
academic language
throughout the subjects so
that students become
familiar with the terms. A
way that I would like to
improve in this area is to
share some of the academic
language for that subject
area to the students before
beginning the lesson and
have the students discuss
using academic language
with their peers. 07/18/20
Integrating Innovating
As mentioned in element
3.3 social studies is one of
the main subjects that have
been making connections
throughout all subject areas.
I try to have the academic
language used throughout
all areas so that students are
being exposed to it
constantly throughout the
subject areas. I try to
integrate a variety of
instructional strategies that
include auditory, visual, and
kinetic strategies. This way
at least one strategy can
help a student understand
the concept that is being
taught. Another way that I
try to integrate various
concepts is by having class
discussions and pointing out
when students use concepts
or academic language.
5/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses available instructional Explores additional Selects, adapts, and utilizes
materials, resources, and instructional materials, appropriate instructional
technologies for specific resources, and materials, resources, and
lessons to make subject technologies to make technologies for concept
3.5 Using and adapting matter accessible to subject matter accessible and skill development in
resources, technologies, students. to students. subject matter. Resources
and standards-aligned reflect the diversity of the
instructional materials Identifies technological Explores how to make classroom and support
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. subject matter.
subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs.
Currently, I would rate
myself in the applying
section for element 3.5. In
my classroom there are
variety of instructional
materials that are used
within each lesson. I
usually try to make prints
and technology materials to
assist with learning and this
can be done in whole or
small groups. When I create
my small group lesson
plans, I make sure that each
station has a different
instructional materials and
resources so that it is
ensuring that all learning
styles are being taught in
order to help all students.
07/18/20
Integrating Innovating
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies, and
instructional materials to standards-aligned
meet identified student instructional materials to
needs and make subject extend student understanding
matter accessible to and critical thinking about
students. subject matter.
Assists student with Ensures that student are able
equitable access to to obtain equitable access to
materials, resources, and a wide range of technologies
technologies. Seeks outside through ongoing links to
resources and support. outside resources and
support.
This year has really made
me branch out to find
technology resources that
are equitable to all students.
Having to experience
distance learning and hybrid
it taught me to think outside
the box of how to get
students engaged and
learning the material. I
have found online
manipulatives that students
can move around and help
solve math problems. All
students were able to access
to this and it helped me to
show examples on the
problem through
technology.
5/2021
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 to
provide equitable help English learners access
access to the content content.
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.
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.

As of right now, I feel that
I am in the exploring
category for element 3.6.
I use a variety of
assessments in order to
help identify gaps in
English development. I
have learned that 1
assessment is not reliable
due to the fact that it may
not be the student’s best
work so it is better to get
multiple assessments for
more data. I try to use as
many visuals and graphic
organizers in order to
better explain concepts
for the students who may
be struggling. 07/18/20
I feel I have moved to
applying for element 3.6. I
use a variety of strategies to
help English Language
Learners. One way that I
use this is I use the
benchmark curriculum
which includes an ELL
curriculum that follow the
standards. This helps
breaks down the stories and
includes vocabulary and
pictures that make it easy
for students who struggles
with English may need
assistance.
9/15/20
I continue to use the English
Language Learners standards
and curriculum materials in
order to meet all the students
needs. One way that I
continue to do this is by having
reading groups that have a
variety of levels so that way if
students are struggling with the
reading basics then they have
the opportunity to hear others
read aloud and practice as well.
Also, I have students follow
along while they are listening
to a story that way they are
noticing the words and will be
able to recognize them. This is
done for variations of text that
students are reading.
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.
3.6 Addressing the Attends required meeting with
needs of English resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral processes
for students with special needs.
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.
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.
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.
Currently, I feel that I am in
the integrating category for
element 3.6. I believe that
my background in special
education helps me to be to
address the needs of all
students especially students
who have special needs.
Accommodations and/ or
modifications are included
into all the lessons within
my classroom. I collaborate
and communicate with the
child’s entire IEP team to
ensure success. It helps
having a Special Education
background in order to
know the process and be
able to provide the
appropriate supports for all
students. 07/18/20
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.
I continue to feel that my
background in special education
helps me in supporting a full
range of subject. I
communicate with families,
leadership, and students in order
to create a plan that will be
support the student. I am
familiar with the special
education IEP process so it
helps to when I am trying to
find the best way to
accommodate a student. This
year I have been apart of the
referral process for two students
and it began with a students
success team, testing the
students, and then holding a
meeting with all stakeholders.
5/2021