CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standard. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. (09/28/2022) connections and connections to standards
relevance to students. during instruction and
extend student learning.

Freshman English 9 is
finite and structured at
my school site. The many
works we study are
canon and directly
related to the California
Common Core Standards.
As mentioned in previous
CSTP’s, I utilize Essential
Question’s to drive
lessons forward; EQs are
related to previous
student understanding.
While EQ’s are a driving
force for every week, I
adjust according to how
well students react to the
previous weeks lessons.
Along with Freshman
canon works, I teach
grammar, rhetorical
devices (how to identify
and how to use), primary
source close reading
activities, free-writing
exercises, questions
directly related to the
week’s topic (novel,
article, story, discussion,
and or poem). I am trying
to create a cohesive
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 (09/28/2022)
and proficiencies to
ensure student
understanding of
subject matter
As a second -year full-
time teacher at my site, I
stay within the subject-
specific vocabulary,
topics, and guidelines. For
example, the English
department has each unit
divided into weeks: the
first two weeks was
dedicated to the
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
understanding of all
topics discussed as one
singular element of
English, but am struggling
to keep up with day-to-
day activities.
(09/28/2022)
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. language. Engages student at all
(09/28/2022) 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.
I try to engage all
students through
independent work and
self-problem solving. To
teach students
independence, I give
students enough
information that allows
them to work by
themselves or with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

introduction of literature partners: real-world
with an emphasis on scenarios. As mentioned
short stories and before, I use vocabulary
inferences (one of the words to help students
main vocabulary word broaden their mindset
used). (09/28/2022) about specific topics; we
utilize those words in
day-to-day application
(group discussions, pair-
share, worksheets, and
Google Classroom
announcements) until
those words become part
of their vocabulary.
(09/28/2022)
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. extend student instruction.
facilitate student matter. (09/28/2022) 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

Based on BOHS’s pacing
guide and English 9
curriculum, I teach what
is in-place from previous
school years. However, I
am aware of student
needs and learning
outcomes; therefore, I am
flexible with the results of
every lesson and further
support as needed. My
PLC team understand
how important it is to
teach to the students,
while effectively using the
pacing guide as a means
to help enforce student
learning. (09/28/2022)

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 (09/28/2022) 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

As mentioned earlier, I
am a second year English
teacher at my site; I
rarely go out of the
provided curriculum. I
use what is in place
because other PLC
English 9 teachers have
successfully managed
classrooms with the same
curriculum.
(09/28/2022)

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
(09/28/2022) subject matter. equitable access to Ensures that student are
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

At my school site, all
students utilize Google
Classroom (if teachers
opt to use it). I use Google
Classroom in my class to
ensure that all students
have an equitable access
of schoolwork. I post
daily announcements and
virtual copies of
classwork and homework
—in case students are
absent or prefer to do
work virtually. Though, I
do not use Chromebooks
often, I have them
available to students if
they have a special need
to use technology.
(09/28/2022)
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
(09/28/2022)
As noted on the left, I use
electronic and online
learning to create
equitable access to
schoolwork and
homework. On the
contrary, I emphasize on
printed copies of
assignments. Students
understand the norms of
writing on paper copies
when they enter my
classroom. One of my
mottos is to decrease the
usage of screentime to
emphasize on traditional
learning values: i.e.,
pencils and paper.
(09/28/2022)

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 (09/28/2022)
access content.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
(09/28/2022)
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
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring Applying Integrating Innovating
students to improve
language proficiencies and
understand content.
Most of my students are
not English Learners, but
much of my lesson
planning tailors to those
students first then
everyone else. Though,
much of my students are
not EL’s, I look for ways
to assess and identify
gaps in learning to help
all students learning
needs. I attempt to
scaffold different modes
of learning through
visuals, graphic
organizers, and writing
templates. I implicitly
apply visual media to
relate content areas
topics discussed, while I
explicitly state
expectations in graphic
organizers, creative
worksheet layouts, and
traditional worksheets.
(09/28/2022)
Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
on the full range of students full range of students adaptations, and extensions range of student with special
identified with special needs identified with special needs to instruction for the full needs to actively engage in
to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Cooperates with resource Communicates and
personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
accessing appropriate optimize success of the full
content. (09/28/2022) Initiates and monitors range of students with
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
a timely and appropriate that students receive Takes leadership at the
manner supported with support and/or extended site/district and collaborates
documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
(09/28/2022) referral processes.
BOHS is a school that has
a fully inclusive Special
Education program. SPED
teachers have students
throughout the day
conducting different
types of activities in
different learning
environments. I have 4
SPED students that
requires specific
scaffolding and a variety
of needs. All 4 students
have similar needs: they
complete activities with
the aid and support from
myself and high achieving
students seated near
them. I allow students
extra time to complete
assignments, quizzes,
tests, and extra time
notetaking (which is
always posted on Google
Classroom).
(09/28/2022)