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 language to essential subject matter
academic language, identify connections concepts, academic
3.1 Demonstrating
and academic content between academic content language, and academic
knowledge of subject
standards. standards and instruction. content standards.
matter academic
September 26, 2020
content standards
The first step in my
lesson planning is
selecting standards and
learning objectives.
When reviewing the
standards, I always
refresh my memory on
the content, and will often
do additional research to
be sure I’m up to date
with the latest and most
accurate information.
September 26, 2020
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
May 2021. November extend student learning.
2021 April 2022
In my initial planning of I have had the
lessons, I always write opportunity to develop
out and development my own curriculum
material in “teacher within my content
language”. From there, I knowledge. I have used
simplify the information my experiences working
to be put in “student” with various curriculums
friendly versions. This to better understand
ensures that I am using what works, what
my broad knowledge of doesn’t, what is going to
concepts, academic engage the 21st century
standards, and academic learner…etc. April 2022
language in a way that
students can clearly
understand. May 2021
Upon visiting the
CAHPERD(California
Association for Health,
Physical Education,
Recreation, and
Dance) (Links to an
external site.) webpage, I
discovered that they will
be hosting the 2022
CAHPERD State
Conference. I have
submitted a request to
attend to my
administration team.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Joining a professional
learning organization is
one way to grow in
element.
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 or
differences in students’ sequence of lessons that
understanding of addresses students’
subject matter. proficiencies and support
understanding of subject
Teaches subject- matter including related
3.2 Applying specific vocabulary academic language.
knowledge of following curriculum November 2021
student development guidelines. September
and proficiencies to 26, 2020 Provides explicit teaching of
ensure student essential content
understanding of vocabulary and associated
subject matter 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. May2021.
In the virtual When diving into a new
environment, with unit, I provide my students
limited time and lots of with a list of vocabulary
students, I do make words that they will be
cognitive notes that I using and reading during
have students who are the lessons. Students are
high achievers and pretaught the vocab to
others who perform assist with content mastery.
low. This year we May2021.
implemented PLC at
our school and are I implement unique learning
working towards activities that expand upon
reteaching needed student
standards to select understanding/learning of
students. September new vocabulary words. For
26, 2020 instance, we will play a
game “concept attainment”
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. May language. Engages student at all
2022 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.
Following a common
formative assessment, I
will review the data and
adapt my teaching to
meet the needs of my
learners. May 2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

this or that when classifying
examples of unintentional
and intentional injuries.
November 2021

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. May 2021 extend student instruction.
facilitate student matter. September 26, 2020 understanding.
understanding of the November 2021 / May Ensures student
subject matter 2022 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
In my Health class I tend to
follow the curriculum
closely, especially
considering I am on a very
collaborative team with
other health teachers and
follow what they do for the
most part. Occasionally I
will make small or minor
adjustments as I see fit.
September 26, 2020
Uses instructional Gathers and uses additional
strategies that are instructional strategies in
provided in the single lessons or sequence
3.4 Utilizing curriculum. of lessons to increase
instructional student understanding of
strategies that are academic language
appropriate to the appropriate to subject
subject matter matter.
Applying Integrating Innovating
In my Nutrition and The K12 curriculum that I
Wellness class, I have am currently using is a bit
spent a great deal of time dated. Now that I have
evaluating student experience teaching this
readiness and organizing curriculum for the past
the curriculum in a way 2.5 years, I have a better
that ensure student understanding of what is
understanding. May 2021 missing, and what needs
to be included. For
instance, I recently
included a section on
Vaping in my Drugs and
Alcohol Unit. Vaping is an
activity that teens find
themselves
experimenting with. It is
critical that students
understand the harmful
effects vaping can have
on their body and brain.
November 2021 / May
2022
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
diverse learning needs. understanding knowledge of subject
September 26, 2020 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I will use direct
instruction when
introducing a new
concept.
Students will collaborate
with one another when
working towards a
common goal.
I will use indirect
instruction and inquiry
when I feel it is necessary.
September 26, 2020
I went through extensive
PBL training and plan on
integrating a project
based unit this coming
semester. September 26,
2020
I am currently developing
a PBL unit for my drugs
and alcohol unit. May
2021
I am still developing my
PBL unit for my drugs
and alcohol unit. It takes
some trial and error.
November 2021 / May
2022

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
3.5 Using and resources, and resources, and technologies instructional materials, technologies, and resources, technologies,
adapting resources, technologies for to make subject matter resources, and instructional materials to and standards-aligned
technologies, and specific lessons to accessible to students. technologies for concept meet identified student instructional materials to
standards-aligned make subject matter and skill development in needs and make subject extend student
instructional accessible to students. Explores how to make subject matter. Resources matter accessible to understanding and
materials including technological resources reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological available to all students. classroom and support subject matter.
make subject matter resource needs. differentiated learning of Assists student with
accessible to all subject matter. equitable access to Ensures that student are
students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. September 26, ongoing links to outside
resources based on 2020 resources and support.
individual needs. November 2021 / May
2022

Because we are an all I work with Ed Specialists

online school, naturally I that help me integrate
fall into this category. At resources that allow for
CAVA, specifically on the all students to access my
DCA campus, students curriculum. November
use a wide array of 2021
technologies and
instructional material. I continue to work with
Students use Tallo, which the Ed Specialists to help
are digital growth me develop my common
portfolios that track their formative assessments.
work. My students use May 2022
Nepris that links them
with industry
professionals to aid their
learning.
Students utilize Google
Classroom, Google slides,
sheets, forms, Microsoft
Outlet, Kahoot and many
many more. September
26, 2020

I continue to utilize
outside resources like
Quizzes, Google Suite,
Kahoot, YouTube,
Nearpod, Jamboard,
Padlet,
PollEverywhere..etc to
enhance student learning.
Considering the small
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

class size, I am able to
offer student one-on-one
assistance during our live
sessions to help them
obtain access to external
resources. May 2021

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the development, English in English language
proficiencies based on listening, speaking, reading, study of language and learners’ strengths and development and in meeting
available assessment and writing. Uses multiple content. Differentiates assessed needs into English content standards. Supports
data. measures for assessing English instruction using one or language and content students to establish and
learners’ performance to more components of English instruction. monitor language and
3.6 Addressing the identify gaps in English language development to content goals.
needs of English language development. May support English learners.
learners and student 2021
with special needs to Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable Provides adapted Attempts to scaffold content scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content materials to help English using visuals, models, and standards-based instruction range of scaffolded support elimination of scaffolds
learners access content. graphic organizers. November using literacy strategies, for language and content for based on English learners’
September 26, 2020 2021 SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Currently we have a I have access to attend
low ELL rate at CAVA. monthly support meetings
Most ELL at CAVA are with my content and
at the expanding and homeroom students’
bridging levels. I am English Language
aware of ELL’s based Development coaches. The
on school data. I will coaches help me better
provide adapted understand the student’s
materials when needs and how I can employ
needed. September 26, ELL strategies in my
2020 lessons. May 2021

I continue to work with the

Ed Specialist to adequately
meet the needs of learners
with IEPs. I do my best to
scaffold materials. One way
I do this is through
EdPuzzle. November 2021
Has an awareness of the Seeks additional information
full range of students on the full range of students
identified with special identified with special needs to
needs through data address challenges or supports
provided by the school. in single lessons or sequence of
lessons.
Cooperates with resource
3.6 Addressing the Attends required meeting personnel, para-educators, and
needs of English with resource personnel families during meetings and
and families. activities in support of learning
learners and student
plans and goals.
with special needs to
provide equitable
access to the content
Seeks additional information
on struggling learners and
Learns about referral advanced learners to
processes for students determine appropriateness for
with special needs. referral. September 26, 2020
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. Nov. 2021
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral. May
2021
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. May 2022
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.
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

Using school data, I am When I am made aware At the beginning of each
aware of my students with by a parent or student of semester, I get a list of
IEP’s or 504 plans. I make possible services needed, students who have IEP’s
an effort to review their I promptly following the and 504 plans. I review
accommodations and protocol that my district the student
implement them in my has set forth in order to accommodations and
classroom. I am fully provide students with implement them
engaged in IEP/504 what they need to accordingly. A common
meetings and come succeed. May 2021 accommodation that I
prepared to help students make in my Nutrition and
come up with a plan. I am I will speak with the Ed Wellness class is reducing
aware of how to go about Specialist for my the amount of slides
referring a student if Homeroom students to required for the Nutrition
needed. September 26, ensure we are working as and Wellness Research
2020 a team to best meet the Presentation. Instead of 2
needs of students. In IEP slides per main point, I
meetings, I work with will allow for 1 slide per
case-managers to further main point. May 2022
collaborate on resources
to allow for equitable
access. Nov. 2021