CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of
knowledge of subject subject matter and the relationship between inter-relationships of
matter, related academic language to essential subject matter concepts, academic content
academic language, and identify connections concepts, academic standards, and academic
3.1 Demonstrating
academic content between academic language, and academic language in ways that ensure
knowledge of
standards. content standards and content standards. clear connections and
subject matter
instruction. relevance to students. 7/19
academic content
11/17
standards
Using mostly project-based
learning, each project is
connected to academic
content standards, presented
through learning targets and
utilizes academic language to
help students connect to what
they’re learning. At the
beginning of the semester, I
present the course learning
objectives, that will be built
over the course of months
through specific learning
targets. I also introduce the
essential questions we will be
exploring throughout the
semester, as well as the artist
habits we will be developing.
These three sets of objectives,
questions and habits will
form the backbone of all the
projects we do. At the
beginning of each project, I
state the objective targeted,
we discuss the relevant
question and we hypothesize
which artist habits we will
need to use to create this
project. Then after that, they
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.
5/7/21
Over the years, I have
developed a great
curriculum based on the
art standards, and have
adapted and adjusted it
to go deep into many of
the standards. I have
used various media,
such as drawing,
painting, collage, mixed
media, sculpture, 3D
and digital to teach the
standards, and have
developed dozens of
unique and meaningful
projects that reflect the
standards for art. I have
built my class on the
tenets of visual art
education, and have
students regularly
present, connect,
respond and create in a
variety of ways with a
variety of topics. 5/7/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learn any technical skills and
concepts they will be using
for the project, so that it
builds from the foundation.
After each project, students
complete a reflection on their
project in which they have to
reflect on which habits and
skills they used. We then
discuss the essential question
and what we think now as a
group. Finally, students are
responsible for knowing
several terms and key
concepts for a unit quiz. 7/19
I create unit reflections
and assessments that
give students the chance
to demonstrate their
understanding of
content standards,
learning targets, artistic
habits and technical
skills. This gives them a
chance to see the
interconnectedness of
the unit's concepts,
projects & framework.
11/17
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 response to knowledge of range of students knowledge of students
development while and implements student development and development into to guide all students to
becoming aware of learning activities in proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ single lessons or students’ diverse learning ensure student understanding understand subject
understanding of sequence of lessons that needs. Ensures of the subject matter matter including related
subject matter. addresses students’ understanding of subject including related academic academic language.
proficiencies and matter including related language.
Teaches subject-specific support understanding academic language. Engages student at all
vocabulary following of subject matter Provides explicit teaching of levels of vocabulary,
3.2 Applying
curriculum guidelines. including related Provides explicit teaching of specific academic language, academic language, and
knowledge of
academic language. essential vocabulary, idioms, text structures, grammatical, proficiencies in self-
student
key words with multiple and stylistic language features directed goal setting,
development and
Provides explicit meanings, and academic to ensure equitable access to monitoring, and
proficiencies to
teaching of essential language in ways that subject matter understanding improvement. Guides
ensure student
content vocabulary and engage students in accessing for the range of student all students in using
understanding of
associated academic subject matter text or language levels and abilities. analysis strategies that
subject matter
language in single learning activities. 7/19 11/175/7/21 provides equitable
lessons or sequence of access and deep
lessons. Explains understanding of
academic language, subject matter.
formats, and vocabulary
to support student
access to subject matter
when confusions are
identified.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
To ensure that I reach all of
my students, I use multiple
methods of teaching subject
matter, and provide
handouts with key terms
and concepts to facilitate
greater student learning and
retention. I use warmups,
review activities,
discussions, circulation and
exit tickets to assess student
development and
proficiencies, and use this
data to adjust my instruction
and activities the following
days. I adapt my plans to
accommodate review,
reteaching, and further
explanation to ensure that
all students are keeping up. I
also make my lessons and
slides accessible on Google
classroom to give students
an opportunity to review or
refer to them at a later point.
7/19
Follows organization of Examines organization Uses knowledge of
curriculum as provided of curriculum and curriculum and student
by site and district to considers adjustments readiness to organize and
support student in single lessons or adjust the curriculum to
3.3 Organizing understanding of the sequence of lessons to ensure student
curriculum to subject matter. support understanding understanding.
facilitate student of subject matter.
understanding of
the subject matter
Integrating Innovating
I use interactive slides
and checkpoints
regularly throughout my
lessons that require
students to self-evaluate,
reflect, report and ask
for help on the various
learning tasks and
projects. These slides
allow me to see who
exactly needs additional
help, support and can
organize breakout rooms
and google meet
conferences
accordingly. 11/175/7/21
Integrates knowledge of Uses extensive
curriculum and resources to knowledge of
organize and adjust curriculum and related
instruction within and across resources to flexibly and
subject matter to extend effectively organize and
student understanding. 7/19 adjust instruction.
11/17
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand. 5/7/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Each semester, I create an I use a range of
integrated plan for presenting curriculum components,
new concepts, ideas and skills from the media we use,
in a sequential manner. I to the topics we cover,
begin each semester with to the techniques and
introductory frameworks of processes we practice,
essential questions, class to the concepts we
learning objectives and artist explore. I use an array
habits to develop, then of multimedia resources
carefully use a building block to help students master
approach to introducing new the skills covered. I
skills, methods and projects. I provide regular and
begin with basic skills that daily checkin
require basic creativity but opportunities for
little technical skill, then students to receive
introduce basic drawing, additional support
realistic techniques, then based on issues or
basic painting, expressive questions they are
techniques, then collage and having. Students know
mixed media. Each project how to vocalize their
evolves into a more complex strengths, their
assignment that combines an struggles and their
increasing amount of goals. 5/7/21
conceptual as well as
technical. This helps to take
students on a journey in
which they slowly add and
build new skills as they go. It
requires carefully assessing
content and curriculum to
know which order is best for
student growth and evolution.
7/19
I create lessons that
build on previous
lessons, specifically with
sequential skills like
drawing and painting.
Students start with basic
skills, then progress
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

through a series of
learning experiences and
projects. I use student
choice slides to give
students a chance to
select their status of task
mastery, whether they
want to receive
additional help or they
are ready to move on.
11/17

Uses instructional Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are additional instructional of instructional strategies to strategies appropriate to repertoire of
provided in the strategies in single ensure student subject matter to meet instructional strategies
3.4 Utilizing
curriculum. lessons or sequence of understanding of academic students’ diverse learning, to to develop enthusiasm,
instructional
lessons to increase language appropriate to ensure student understanding meta-cognitive abilities,
strategies that are
student understanding subject matter and that of academic language, and and support and
appropriate to the
of academic language addresses students’ diverse guide student in challenge the full range
subject matter
appropriate to subject learning needs. understanding connections of student towards a
matter. within and across subject deep knowledge of
matter. 7/19 11/175/7/21 subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

To teach subject matter, I
begin with exploratory and
reflective warmups and
discussion questions, then
present new material through
introductory slides and
videos, then demonstrations
of the new skills and
processes. I have students
begin working with their
hands on a skill-building
activity that will prepare
them for the main project,
which brings together the
conceptual, the technical and
the process itself. Students
get a chance to take notes on
any terms or concepts while
getting a chance to be guided
through the practical and
technical side of the material.
7/19

I begin new units of art

with an intro lesson
covering the basic terms,
materials, and some
introductory skill-
building. Whether it's
drawing, painting or
digital design, students
develop their skills from
concrete and simple
tasks to more developed,
creative and conceptual
tasks using the same
technical skills. One
example of a more
developed project using
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

skills acquired in our
drawing, painting and
design units is
the Personal Topic
Hybrid Zine Project.
11/17

I have found that using

videos and tutorials as
the teacher, and myself
acting as the guide on
the side has helped me
to engage students, to
notice problem areas, to
tune into issues students
are having, and spend
more time on something
that seems challenging. I
can share both the video
and my own working of
it in the resources I
provide students at the
end of the lesson. 5/7/21

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
3.5 Using and
resources, and resources, and materials, resources, and technologies, and resources, technologies,
adapting resources,
technologies for specific technologies to make technologies for concept and instructional materials to and standards-aligned
technologies, and
lessons to make subject subject matter skill development in subject meet identified student needs instructional materials
standards-aligned
matter accessible to accessible to students. matter. Resources reflect the and make subject matter to extend student
instructional
students. diversity of the classroom accessible to students. understanding and
materials including
Explores how to make and support differentiated critical thinking about
adopted materials,
Identifies technological technological resources learning of subject matter. Assists student with equitable subject matter.
to make subject
resource needs. available to all students. access to materials, resources,
matter accessible to
Guides students to use and technologies. Seeks Ensures that student are
all students
available print, electronic, outside resources and able to obtain equitable
and online subject matter support. 5/7/21 access to a wide range
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
resources based on
individual needs. 7/19
11/17
In addition to making my
own lessons and demos
accessible on Google
classroom at a later time, I
also give students additional
videos, tutorials or websites
to look at for further
learning and skill
development. They may use
class time or additional time
at home to learn more about
the subject matter before
beginning their project. 7/19
I record
each demonstration and
upload it to our Google
Classroom so students
can review these at a
later time if they need
help or additional
review of processes
while working. 11/17
Integrating Innovating
of technologies through
ongoing links to outside
resources and support.
I use a range of resources for
students as I teach new
techniques and processes. I
use visuals, slides, videos,
tutorials, live demos,
additional demos, additional
support hours and one-on-
one conferencing to assess
what students need. Through
these one-on-one
conferences, I can suggest
additional resources and
skillbuilding for struggling
students, and additional
tutorials for students
interested in furthering their
skills. I offer modifications for
more advanced or more
beginning skill levels. 5/7/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identifies language proficiencies Integrates knowledge of English Engages English learners
primary language and information describing and English learner strengths in language development, English in assessment of their
English language elements of culture and the study of language and learners’ strengths and assessed progress in English
proficiencies based on language proficiencies in content. Differentiates needs into English language and language development and
available assessment data. listening, speaking, instruction using one or more content instruction. in meeting content
3.6 Addressing the reading, and writing. Uses components of English language standards. Supports
needs of English multiple measures for development to support English students to establish and
assessing English learners’ learners. monitor language and
learners and
performance to identify Develops and adapts instruction content goals.
student with special gaps in English language Creates and implements to provide a wide range of
needs to provide Provides adapted development. scaffolds to support standards- scaffolded support for language
equitable access to materials to help English based instruction using literacy and content for the range of Is resourceful and flexible
the content learners access content. Attempts to scaffold strategies, SDAIE, and content English learners. in the design, adjustment,
content using visuals, level English language and elimination of
models, and graphic development in order for scaffolds based on English
organizers. students to improve language learners’ proficiencies,
proficiencies and understand knowledge, and skills in
content. 7/19 11/175/7/21 the content.
At the beginning of each
semester, I get information
about which students are EL
students, and I also gather
linguistic information from
student surveys. I make sure
to check in with each of my
EL students more often
when doing checkups and
checkins to make sure they
have understood the
material sufficiently, and
have an opportunity to ask
or clarify any questions they
may have. I utilize SDAIE
strategies of modeling,
examples, sheltered English
and offering multiple modes
of learning to help my EL
students have equitable
access to the content. 7/19
I use Google meet to
hold one-on-one
student conferences to
check in with students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

who may be struggling
due to language-related
difficulties. 11/17
I provide all the lessons
and interactive slides
for students, as well as
a range of other
materials on google
classroom. 5/7/21

Has an awareness of the Seeks additional Utilizes information on the full Integrates accommodations, Guides and support the full
full range of students information on the full range of students identified adaptations, and extensions to range of student with
identified with special range of students with special needs to assess instruction for the full range of special needs to actively
needs through data identified with special strengths and competencies to students with special needs to engage in the assessment
provided by the school. needs to address provide appropriate challenge ensure adequate support and and monitor their own
challenges or supports in and accommodations in challenge. strengths, learning needs,
single lessons or sequence instruction. and achievement in
of lessons. Communicates and collaborates accessing content.
3.6 Addressing the Communicates regularly with with colleagues, support staff,
needs of English Attends required meeting resource personnel, para- and families to ensure consistent Communicates and
learners and student with resource personnel Cooperates with resource educators, and families to instruction. Supports families in collaborates with resource
with special needs to and families. personnel, para-educators, ensure that student services are positive engagement with school. personnel, para-educators,
provide equitable and families during provided and progress is made families, leadership, and
access to the meetings and activities in in accessing appropriate Initiates and monitors referral students in creating a
content support of learning plans content. processes and follow-up meeting coordinated program to
and goals. to ensure that students receive optimize success of the full
Refers students as needed in a support and/or extended range of students with
timely and appropriate manner learning that is integrated into special needs.
Learns about referral supported with documented the core curriculum.
processes for students data over time, including Takes leadership at the
with special needs. Seeks additional interventions tried previous to site/district and
information on struggling referral. 7/19 11/175/7/21 collaborates with resource
learners and advanced personnel to ensure the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learners to determine smooth and effective
appropriateness for implementations of
referral. referral processes.

At the beginning of each

semester, I get information
about which students are
students with disabilities or
special education needs, and
I also gather information
from student surveys. I make
sure to check in with my
students’ special education
specialists to familiarize
myself with what these
students need, any
modifications or adaptations
they may require or benefit
from and I check in with
these students more often. I
make sure they are feeling
good about their learning
environment, know that they
can ask me for additional
help, can get help from their
SES teachers if needed and
stay in regular
communication with them. I
regularly email with their
SES teacher and
communicate any concerns
or issues so that as a team
we can help support the
student as best as possible.
7/19
I use Google meet to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

hold one-on-one
student conferences to
check in with students
who may be struggling
due to learning
disabilities or any
personalized
educational
needs.11/17
I check in regularly and extra
with my students with
special needs, to ensure that
they are doing okay, don’t
have questions, are not
falling behind. I create
regular space for them to tell
me any issues they are
having or ask any questions
they might have. 5/7/21