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
matter, related academic academic language to
language, and academic identify connections
3.1 Demonstrating
content standards. between academic
knowledge of subject
content standards and
matter academic
instruction. (09/27/20)
content standards
Students are given
multiple opportunities to
demonstrate mastery of
their language criteria for
success either through
verbal or written format.
My lessons are delivered
with the intent to
incorporate
understanding of the
academic vocabulary to
meet the content
standards. It is crucial
students can make
connections with the
given math content and
the appropriate academic
language. Throughout my
lesson, I incorporate
visuals and word banks
for students with their
group discussions and
when explaining their
mathematical thinking
and reasoning.
Applying Integrating
Understands and explains Uses broad knowledge of
the relationship between inter-relationships of
essential subject matter concepts, academic
concepts, academic content standards, and
language, and academic academic language in
content standards. ways that ensure clear
connections and
relevance to students.
I would currently rate
myself as integrating in
this element. Lessons are
executed with the
intention of ensuring to
reach mastery of content
standards and clear
relevance to students. For
instance, for student’s to
correctly identify the
different characters on
the rate of change for
exponential, linear, and
quadratic functions real-
life examples were
applied. Some of these
real-life examples include
comparing the different
initial points and rates of
Covid-19 infections in
three different countries.
Students were able to use
academic terminology to
debate and explain on
correctly identifying each
characteristic for the
graphs. Sentence starters,
word banks, and visuals
were included in their
group discussions.
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.
(11/09/21) (04/06/22)
To properly extend
student learning through
engagement I purposely
try to incorporate current
issues and relevant topics
for students. For instance,
for my statistics class we
look at data and survey’s
given at the school and
whether they feel
supported at school or
not. The data results were
collected and shown to
student to interpret and
draw conclusions from.
The data represented
through the form of a bar
graph, pie chart, and
scatter plots. My students
were able to determine
the average and the
outliers of those who felt
school was supportive
environment or not. The
results were anonymous;
however, students were
able to conclude what the
data represented and
meant. (11/09/21)
To integrate
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

(04/18/21) opportunities for
students to use academic
language to extend
student learning, I make
it a priority to create a
word wall within my
classroom. Through
Nearpod, student’s select
which specific vocabulary
words they dedicate to
learning that day and are
provided with a quiz at
the end, according to the
vocabulary term they
chose. I believe this is an
effective way to engage
student’s and expand
their learning in a
reachable manner.
(04/06/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
3.2 Applying
vocabulary following
knowledge of
curriculum guidelines.
student development
(09/24/20)
and proficiencies to
ensure student
understanding of
subject matter
I feel as of now I have a
basic understanding and
knowledge of student
development and
proficiency in math
content. I feel resources
such as I-ready is
incredibly useful to
determine the student’s
proficiency when it
comes to Algebra and
Pre-Calculus. However, I
feel I can still improve on
this by incorporating pre-
assessments and
checking for
understanding
opportunities for
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching
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.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of student’s 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. (03/21/22) 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
(11/24/21) levels and abilities. matter.
I would currently rate Through Desmos, I make
myself as applying for it a priority to monitor
this element. In each student learning through
lesson, prior to beginning poll questions, surveys,
the first activity. Key and reflections. To adjust
academic vocabulary is accordingly where
address in the beginning student may find
of the lesson. Students themselves struggling. I
have the option to may take a pause on
commit to one word they where they are working
plan on learning for that and provide direct
activity. (04/23/21) modeling with some extra
examples, or I would
Students are provided provide an error analysis
with a graphic organizer type of question. I want to
where students would be able to see the
write a text, visual, and misconceptions the
real-life example that students are making and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
students to have a full
gauge what specific topics
is necessary to review
and reteach.
3.3 Organizing Follows organization of Examines organization of
curriculum to curriculum as provided curriculum and considers
facilitate student by site and district to adjustments in single
understanding of the support student lessons or sequence of
subject matter understanding of the lessons to support
subject matter. understanding of subject
matter. (10/12/20)
This is a skill I am still
currently working on. For
Algebra 2 specifically, the
curriculum might come
across as too vague or
holds too much
information. I try
investing time in
backwards planning to
have a clear
understanding what the
objective and standard is
trying to be met. Also, to
question myself, “What
activities will benefit and
support all my students
to reach the lesson’s
objective?” I am still in
the process of trying to
improve on prioritizing
and work on time
management where
students are capable to
understand the subject
matter for that specific
lesson entirely.
Applying Integrating Innovating
relates to that given address those directly
academic term. within the lesson.
(11/24/21) (03/21/22)
Uses knowledge of Integrates knowledge of Uses extensive
curriculum and student curriculum and resources knowledge of curriculum
readiness to organize and to organize and adjust and related resources to
adjust the curriculum to instruction within and flexibly and effectively
ensure student across subject matter to organize and adjust
understanding. extend student instruction. (03/23/22)
understanding.
Ensures student
Integrates knowledge of comprehension and
curriculum and resources facilitates student
to organize and adjust articulation about what
instruction within and they do and do not
across subject matter to understand.
extend student
understanding. I would rate myself as
(11/06/21) innovating for this
element because I plan
accordingly with the
I would rate myself given curriculum and
integrating for this understanding my
element. Through student’s prior
backwards planning, the knowledge. For instance,
curriculum has been for the upcoming unit on
adjusted to prioritize graphing system of
opportunities for check inequalities I know my
for understandings and student’s had a rough
groups discussions. For time graphing linear
students to grasp the equations. So, I made it a
subject matter it is priority to review the
important to adjust the fundamentals and
lesson to best fit their present a mini lesson
needs through various with a Kahoot quiz. I felt
scaffolding techniques. this helped my student
(03/04/21) recall prior knowledge
and made them more
Some of these techniques comfortable working with
includes role playing, graphing system of
notice and wonders, inequalities. (03/23/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

sentence starters, and
modifications to
formative/summative
assessments. I want to
give my student’s
opportunities to think
their work aloud and give
them plenty of processing
time. (11/06/21)
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
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,
lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
(09/16/20) connections within and matter. (04/07/22)
3.4 Utilizing
across subject matter.
instructional
strategies that are
Integrates instructional
appropriate to the
strategies appropriate to
subject matter
subject matter to meet
students’ diverse
learning, to ensure
student understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.
(11/20/21)
I feel as of now, I I would currently rate I challenge and support
incorporate multiple myself integrating in this my students towards
different instructional element. Recently, I have reaching a deep
strategies such as think- use various instructional understanding of the
pair-share, error and strategies learned subject matter by
analysis, notice and through collaboration providing different
wonder, 3 reads, word within the math opportunities to
banks sentence stems, department. Some of demonstrate their
and etc. to support these strategies include learning. This can be done
students in their discussion opportunities through presentations
understanding of the for students. (03/15/21) and group work. In
subject matter. To best addition, student’s who
support all my students, have a difficult time
especially my IEP and El The purpose of small recording their responses
students I given the group discussions to help are given the opportunity
multiple opportunities to enhance student’s to voice record their
share with a partner or understanding of answer aloud through
group. I feel like to give academic terminology Nearpod. (04/07/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional
instructional materials, instructional materials,
resources, and resources, and
technologies for specific technologies to make
3.5 Using and lessons to make subject subject matter accessible
adapting resources, matter accessible to to students.
technologies, and students.
standards-aligned Explores how to make
instructional Identifies technological technological resources
materials including resource needs. available to all students.
adopted materials, to (09/25/20)
make subject matter
accessible to all
students
This is my first-year
teaching through distance
learning, and I am in the
stage of exploring my
options and utilizing the
most appropriate for my
students. I want to my
incorporate technology
into my lessons where
students find it easy and
accessible to get. I do this
them a smaller group
space, so my students feel
more comfortable sharing
out loud. In addition, I
provide my students with
graphic organizers to my
students can organize
their thoughts and
visually make
connections.
Selects, adapts, and
utilizes appropriate
instructional materials,
resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
(12/02/21)
Some of the tech
resources utilized in my
classroom is Desmos and
Pear-a-Deck. Students can
go through each
individual slide and
activity on their own and
as a group with guidance
of visuals and audio.
Student and monitor their
own progress and go back
and subject matter. Key
strategies that have been
utilized is analyze-think-
pair-share, error and
analysis, word banks,
sentence starters, and
graphic organizers.
Students are provided
with roles in their groups
and are responsibility for
using one of the key
words in their
discussions. (11/20/21)
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. (04/25/22) critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
For my Sped and EL
students, to make subject
matter more easily
accessible I provide them
with online graphic
organizer where they can
access google translate
and extensive vocabulary
notes. My students find
this incredibly helpful
especially when covering
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
through providing some
online activities such a s
Desmos, Nearpod, Google
Slides, or Pear-a-Deck
into Google Classroom
and as well as posting
links through the zoom
chat. Students are given
two or more revenues to
access the
activity/lessons. If
students still find issues
accessing, I try to pair
them with students who
can easily share their
screen with them.
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
(10/12/20)
Applying Integrating Innovating
to correct any errors. In over the lesson in class,
addition, students can they can record any of the
utilize calculators and extra notes during the
videos embedded within lesson and save them
the platform. Overall, within google classroom.
students are given (04/25/22)
various avenues to meet
their individual and
whole group needs.
(04/22/21)
Student are given the
opportunity to follow
their study guides or
notes online through
google classroom. I
provide them their own
digital copy of the google
docs on google classroom.
If students feel
uncomfortable with the
online version, I also
provide them with a hard
copy when necessary.
(12/02/21)
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.(04/07/22)
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. (12/02/21) and skills in the content.
development in order for
students to improve
language proficiencies and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
For my EL students, I
specifically incorporate
different scaffolding
strategies to develop and
improve their language
proficiency and
understanding of the
content. My EL students
will be given sentence
stems, sentence starters,
word banks, visuals,
graphic organizers, and at
times some direct
translations. I feel
allowing EL students
multiple opportunities to
speak through a written
or verbal format benefit
them the most. However,
some students are shy
and find it difficult to
communicate out loud.
3.6 Addressing the Has an awareness of the full Seeks additional information
needs of English range of students identified on the full range of students
learners and student with special needs through identified with special needs
data provided by the school. to address challenges or
with special needs to
supports in single lessons or
provide equitable sequence of lessons.
access to the content
Applying
understand content.
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
Integrating
For my EL students, a
wide range of scaffolded
supports is incorporated
within each lesson.
Students are given
different DOK level range
of questioning through
reflection and check for
understanding problems.
In addition, depending on
their level of the English
language students are
placed accordingly in
their groups. Students are
given the option to
present their work in
both written and verbal
format. In addition, are
provided with support
videos explaining any
mathematical
terminology. (04/12/21)
Instruction and supports
are modified for my
English language learner
students. I provide them
with a translated version
of study guides or notes.
In addition, within certain
activities or warm-ups I
provide students with
sentence starters and
word banks. (12/02/21)
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Innovating
For my EL students, a
wide range of
assessments and tools are
utilized to progress their
proficiency level of the
content and language. For
instance, I currently use a
online tool call Elevation
to see the progress and
level they are when it
comes to reading and
writing in the English
language. By doing this is
helps me appropriately
group them and provide
the appropriate support
for each individual
student. In addition,
student is able to monitor
their own progress
through Desmos or
Nearpod platform
whether they are
understanding and seeing
if they are getting the
correct solutions in their
work. (04/07/22)
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
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. (10/13/20)
To address the needs of
both English learners and
student with special
needs it is important to
understand specifics of
how they can be best
supported. I look through
my school’s database,
which is Powerschool
that holds specific
information regarding
initial reading and math
scores. In addition, for
student with IEP or 504 I
can see what the
counselor or prior
teachers recommended to
best meet the needs for
that student. I look
carefully and try to
incorporate those
accommodation into my
lesson. At times, I will
have all the direction
written out and verbally
said out loud more than
Applying
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.
(12/06/21)
I would currently rate
myself as applying for
this element. All my
special needs students
are provided with
multiple opportunities to
assess their strengths and
challenge themselves
appropriately through
Desmos- based lessons
and Nearpod. All
information can be found
in Powerschool and
depending what level
they are at or what prior
recommendations are
given accommodations
are provided in the
classroom. (04/22/21)
In extreme cases,
students are spoken to
one-on-one and given
intervention to meet with
me during office hours
discussing their academic
Integrating Innovating
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
(04/26/22) optimize success of the full
range of students with
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive site/district and collaborates
support and/or extended with resource personnel to
learning that is integrated ensure the smooth and
into the core curriculum. effective implementations of
referral processes.
For the preparation for
the Smarter balanced
assessment, it was
essentially to
communicate and
collaborate with
colleagues. Student’s
must be successful both
inside and outside the
class with the support of
their teacher, families,
and school overall. To
reach out to families I
make it a priority to send
at least one positive
phone call home every
two weeks. It is important
to reach out to families
and collaborate to best
support that individual
student. (04/26/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

one time or allow specific or behavioral
student’s additional class performance in the
time to complete their classroom. Everything is
exit tickets. documents through
Powerschool, where we
log in event in detailed.
(12/06/21)