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 academic language to essential subject matter concepts, academic
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and
knowledge of subject content standards. between academic language, and academic academic language in
matter academic content standards and content standards. ways that ensure clear
content standards instruction. connections and
relevance to students.
I use state standards to
create individual goals for
my Adapted PE students
to ensure that they are
working on goals that are
age appropriate, both
developmentally and
chronologically. For my
unit plans for class PE, I
start by looking up the
relevant standards
pertaining to the unit,
included them in the unit
plan and base the goals,
activities, and
assessments on said
standards. 07.18.21
ISTE Standard 7b
I use assessment and self
assessment sheets that
students with the help of
their staff can complete
with pen and paper or
digitally on their iPads.
These assessment sheets
will inform instruction
and goals for the
following lessons.
12/10/21
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.
Using research on
relevant topics, I create
and plan lessons in
conjunction with state
standards and
class/individual
objectives to reach rich,
rigorous lessons.
(Example; using an article
on the effects of short
bursts of exercise,
students are given
“movement breaks”
where they perform 1
minute of an exercise,
then continue with the
lesson). 05/04/22
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
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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. 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
levels and abilities. matter.
I write key words I increase or decrease the
pertaining to the lesson specialized language of an
with visuals and verbally activity or lesson
state them to students, depending on the class or
especially when they are students’ level of
PE specific words. understanding. For
07/18/21 example, for lower body
exercises, I may label the
leg as just “leg” or label
the specific muscles or
bones as appropriate.
07/18/21
For my baseball unit, key
skills, words, and
instruction are clearly
written on Baseball
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

google slides in both
English and Spanish. I
also collaborate with
classroom teachers to
gather info on what level
of understanding
students have in class to
determine the language
that should be used in PE
class. 12/10/21

I am still integrating. I
provide instruction in
different languages
(currently Spanish) when
appropriate for ESL
students, using
information from
classroom teachers on
what should be translated
and what level of
understanding students
may have. I have also
collaborated with the
speech department to
provide students with
learning devices a PE
folder with multiple
words related to our
lesson so that they can
provide input and
participate to a greater
extent. 05/04/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 organize and adjust
3.3 Organizing understanding of the lessons to support ensure student across subject matter to instruction flexibly and
curriculum to subject matter. understanding of subject understanding. extend student effectively.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter 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 Integrating Innovating

I create my lessons with Instruction and objectives
my unique classes and are created for an entire
students in mind to make class each lesson and unit
instruction as attainable but can and are modified
and clearly to meet the needs of
understandable as individual students. I try
possible. If in a lesson, to create an equitable
there is confusion or class by providing
unexpected challenges, I additional visuals and
will make adjustments so equipment as necessary.
that there is greater I check for understanding
clarity for my students in with my students and
the following meeting. staff after explaining each
07/18/21 activity, for nonverbal
students they are asked
to physical complete the
activity and then
understanding will be
assessed based on their
performance (ex: if a
student strikes a ball
instead of catching it I
know they need
additional support in
understanding
instruction. 12/10/21

I create lessons and

activities based on state
standards and each
student’s individual
needs (based on informal
and formal assessments).
I continue to monitor
progress with informal
assessments and data
collection sheets during
instructional time.
Nonverbal students can
either use their devices,
write, or demonstrate
their knowledge on an
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

activity and verbal
students can either
verbally state the
information asked of
them or demonstrate it.
05/04/22

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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use strategies like
scaffolding activities,
breaking down terms to
make them as simple as
necessary to ensure
students are able to
perform to the best of
their abilities. 07/18/21

ISTE Standard 5a
I use technology-based
apps and visuals to
provide clear instruction
to visuals learners, for
example baseball visuals
with GIFs and links to
YouTube tutorials.
12/10/21

I continue to use
technology and tools to
provide instruction in
each of the learning
modalities that the
students benefit from the
most and use current
state standards and IEP
or classroom goals to
drive instruction.
05/04/22
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
3.5 Using and instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
adapting resources, resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies, and technologies for specific technologies to make resources, and instructional materials to and standards-aligned
standards-aligned lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
instructional matter accessible to to students. and skill development in needs and make subject extend student
materials including students. subject matter. Resources matter accessible to understanding and
adopted materials, to Explores how to make reflect the diversity of the students. critical thinking about
make subject matter Identifies technological technological resources classroom and support subject matter.
accessible to all resource needs. available to all students. differentiated learning of Assists student with
students subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
I use technology much as
possible to make the
activities as accessible as
possible. I use GIFs,
google slides, fitness
apps, smartboards, and
sometimes iPads as
necessary to enrich the
learning experience and
engage the students.
07/18/21
Integrating Innovating
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
I use classroom and
individual's iPad's with a
preloaded app
(Choiceworks) to give
them access and
ownership over what
exercises the complete,
they also decide the
amount of time they want
to perform each activity,
and each activity has
an image/video of
themselves performing
the movement so that
each can move in their
own unique
way. 12/10/21
I continue to use the
choiceworks app on
student’s iPad to give
them clear visuals and
ownership over their
learning. I also provide
Physical Activity playlists
on certain days where
students can choose what
they will participate in
from a set of 10 options.
05/04/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of proficiencies and English
English language culture and language learner strengths in the
proficiencies based on proficiencies in listening, study of language and
available assessment data. speaking, reading, and content. Differentiates
writing. Uses multiple instruction using one or
measures for assessing more components of English
3.6 Addressing the English learners’ language development to
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements
provide equitable to help English learners scaffolds to support
access to the content access content. Attempts to scaffold content standards-based instruction
using visuals, models, and using literacy strategies,
graphic organizers. SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
For my English language
learners, I provide the as
similar visuals as possible
to the rest of the class but
included words in their
first language as well as
in English and show
individual activities or
items with again both
English and their first
language. 07/18/21
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English proficiencies, knowledge,
learners. and skills in the content.
I use bilingual google
slide for instruction and
cues for my baseball unit
that includes the words in
both English and Spanish
specifically for my ELA
students. 12/10/21
I continue to use bilingual
visual instruction and
verbal bilingual
instruction (Spanish)
when needed and provide
visuals with English and
Spanish on it to help
students understand in
their 1st language and
also begin to correlate the
English word to the
activity or equipment.
05/04/22
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.
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.
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 work with only special
needs students so I am
consistently assessing my
students in their specific
goals and class wide
objectives. I collaborate
with their paraeducators
and teachers to make
sure that their
expectation and behavior
plans are consistent in my
class as well. I speak with
families to understand
what my students are
motivated by and what
prior knowledge they
have. 07/18/21
I continue to collaborate
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

with my classroom staff,
classroom teachers, and
behavior analysts to
maintain consistent
behavioral goals. I create
developmental and
chronologically
appropriate objectives for
my classes and modify for
specific students as
necessary. I communicate
with families to gather
information of what my
students are interested in
at home to see if it can be
integrated in the school
setting. 12/10/21

I continue to collaborate
with each student’s
education team as
necessary to plan
appropriate strategies
and goals. I collaborate
with staff and students'
families to find out what
is motivating for each
student and to
understand their prior
knowledge and skills. I
continue to plan lessons
that are chronologically
appropriate based on
state standards and
developmentally
appropriate based on
formal and informal
assessments. 05/04/22