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 standards. 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. 9/19/21 connections and connections to standards
5/2/22 relevance to students. during instruction and
11/27/22 extend student learning.
4/5/23
I understand the content
and determines which
elements must be
mastered as a
prerequisite to another. I
also collaborate with my
colleagues to determine
what concepts are
essential to cover and
which ones we can glance
over or skip all together
to best teach and support
our students. 9/19/21

I did not move myself

over because I still
struggle to make
connections and provide
relevance to students
especially in math. In
AVID, I do provide
relevance because I teach
them skills that are
applicable to life. I taught
students how to research
information about
colleges and careers. We
also read a book called
the 7 Habits of Highly
Effective Teens where
they learned strategies to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

acquire habits that will
make them
successful.5/2/22

I encourage my students
to make flashcards and
Quizlets to practice
academic language
I demonstrate to students
how concepts in math are
related. I like the analogy
of a spiral staircase
because we revisit
concepts but in a deeper
way. 11/27/22
I reteach concepts that
students will need to
know for a new concept.
For example, students
learned how to complete
the square last year in
algebra, but they will
need it for finding the
equations of circles.
4/5/23
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
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic
language.9/19/21
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
9/19/21
I use data about my
students to drive
instruction. I take time to
review content and
ensure they understand
key vocabulary and
concepts before I move
forward in the content. I
encourage academic
language use and
acquisition by having
students practice
vocabulary. 9/19/21
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. 5/2/22 Engages student at all
11/27/22 levels of vocabulary,
academic language, and
Provides explicit teaching proficiencies in self-
of specific academic directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to students in using analysis
ensure equitable access strategies that provides
to subject matter equitable access and
understanding for the deep understanding of
range of student language subject matter.
levels and abilities.
5/2/22
11/27/22
4/5/23
Now that I’ve gotten to
know my students better
over the year, I know
exactly what kind of
learner they are and what
supports benefit them
the best. Based on this
knowledge I differentiate
to try to meet my
students where they’re
at. I always create my
lessons and guided notes
keeping in mind the
abilities of my students.
In the notes, I will often
introduce new academic
vocabulary where I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

simplify the vocabulary
term and try to provide
visuals and ample
practice with the
concepts to support
student learning. 5/2/22

It's important as
educators to do what is
best for our students. For
example in this recent
unit, I did not like the
way the textbook taught
coordinate proofs. I knew
it would be too
challenging for a majority
of my students. I decided
to go a different route to
teach my students and I
am so glad that I did
because even though they
struggled initially, they
had an easier time
grasping the content. If I
had gone in the
textbook's direction, it
would have been too
abstract for many of my
students and they would
have ultimately not really
understood it. 11/27/22
I support student
learning by connecting
content to the students’
prior experiences.
4/5/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Follows organization of Examines organization of Uses knowledge of
curriculum as provided curriculum and considers curriculum and student
by site and district to adjustments in single readiness to organize and
support student lessons or sequence of adjust the curriculum to
3.3 Organizing understanding of the lessons to support ensure student
curriculum to subject matter. understanding of subject understanding.9/19/21
facilitate student matter. 5/2/22
understanding of the
subject matter
I use knowledge about
my students to adjust
instruction to their level
of understanding and
readiness. I challenge
them, but I also ask
reasonable tasks that I
know they’re capable of
completing. 9/19/21
I’m staying in the same
ranking because I don’t
think I’m integrating my
knowledge of curriculum
and resources to support
student learning yet. I am
still getting comfortable
with the curriculum
because it’s my first year
teaching it, but now that
I’ve gone through almost
a full year, I have a better
understanding of how to
make progress in this
element. 5/2/22
3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a
instructional strategies that are additional instructional variety of instructional
Integrating Innovating
Integrates knowledge of Uses extensive
curriculum and resources knowledge of curriculum
to organize and adjust and related resources to
instruction within and flexibly and effectively
across subject matter to organize and adjust
extend student instruction.
understanding. 11/27/22
4/5/23 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I just taught a unit of
transformations. In the
textbook, translations,
rotations, and reflections
were all included in
Chapter 3, but I thought
Dilations would fit nicely
in this unit, so I made the
decision to include
Chapter 7.1 into unit 3.
It's decisions like these
that we have to make as
educators to best teach
our students in a way
that makes sense and
supports student
understanding. 11/27/22
I follow the pacing guide
in the textbook for the
most part because it does
a good job with the
progression of the
learning concepts.
4/5/23
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum.9/19/21 lessons or sequence of student understanding of students’ diverse develop enthusiasm,
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. 5/2/22 diverse learning needs. understanding knowledge of subject
11/27/22 connections within and matter.
4/5/23 across subject matter.
I use a lot of direct I’ve moved over on this I've taken many more
instruction and would element because I tried risks in instructional
like to try incorporating different methods as I got strategies since I first
different instructional more comfortable. I tried started teaching. For
strategies. 9/19/21 discovery learning where example, I use Desmos for
I gave students a jar a lessons that are more
playdoh, a knife and a student centered and
graphic organizer where foster discovery learning.
they had to make specific I use collaborative groups
cuts on their 3D model to in math and AVID to
represent cross sections. support student learning. 
They used the graphic
organizer to draw and Some discovery learning
state what 2D shape was lessons that I've
formed by the cross incorporated are:
section. This was an
For teaching students
awesome, hands-on,
about symmetry, I had
student directed activity.
them do a hand-on
I’ve also used education
activity where they paint
technology such as Delta
symmetrical
Math and Blooket to
pumpkins. Example
enhance my instruction.
Video
5/2/22
For teaching students
about cross sections of 3D
shapes, I gave students
playdoh and a plastic
knife. They had to form
the shape and cut it along
the indicated cross
section and record their
observations on the
graphic
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

organizer. Lesson
Materials 
11/27/22
No new evidence to add.
4/5/23
Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional materials, instructional materials, utilizes appropriate of adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. 5/2/22 critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. 9/21/21 equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. 5/2/22 ongoing links to outside
resources based on 11/27/22 resources and support.
individual needs.
9/21/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I use resources from my
team, the textbook, the
internet, and other
sources to determine the
best ways to provide the
content to my students. I
spend a lot of time
creating and adapting
resources. I use
Schoology to provide
access to the content for
all students. They can find
a digital copy of the
textbook and electronic
copies of all my
worksheets and
handouts. 9/21/21
Integrating Innovating
I use the resources from
my textbook. I also look
online to supplement the
curriculum. I enjoy
looking on social media
and TPT to find ideas
from other educators and
adapting these to work
for my classroom. One of
the educational
technologies I really
enjoyed using this year
was Delta Math. I often
used Delta Math as an
extension activity where
students could practice
the material I taught
previously. 5/2/22
For my college and career
research project for
AVID, I am posting
everything to Schoology. I
am also creating
screencasts as an
example to assist
students with their
projects and navigating
the technology. Students
have access to these
videos at any time. I teach
them how to take a
screenshot on their
computer, how to
navigate a website for
their research, how to
copy and paste images to
their google
slides. 11/27/22
I plan ways to extend and
deepen the learning of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students who
demonstrate they
understand the concept. I
provide instructional
materials have clear
academic value in
enhancing the students’
understanding of the
content 4/5/23
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
9/19/21 5/2/22 and writing. Uses multiple instruction using one or language and content students to establish and
4/5/23 measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify support English learners.
learners and student gaps in English language
with special needs to development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable Provides adapted materials scaffolds to support instruction to provide a the design, adjustment, and
access to the content to help English learners Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
access content. 9/19/21 using visuals, models, and using literacy strategies, support for language and based on English learners’
graphic organizers. 5/2/22 SDAIE, and content level content for the range of proficiencies, knowledge,
4/5/23 English language English 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
I do my best to review
vocabulary repeatedly to
encourage academic
language acquisition, but
I can find other ways to
better support my EL and
special needs students.
9/19/21
For the first part of this
element, I ranked myself
the same because I did
not seek additional
information. I did the
best I could with the
knowledge I had about
supporting EL learners,
but I could’ve done more.
5/2/22
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
5/2/22
provide equitable
access to the content
Attends required meeting
with resource personnel and
families. 9/19/21
Learns about referral
processes for students with
special needs. 9/19/21
5/2/22
Exploring
In all my lessons I include
visuals, models, and
when applicable I use
graphic organizers.
5/2/22
No new evidence to add.
4/5/23
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.
11/27/22
4/5/23
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
5/2/22
11/27/22
4/5/23
Seeks additional
information on struggling
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
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I am aware of my
students on IEPs and
504s and their
accommodations. I attend
their meetings and work
with paraeducators to
provide additional
support to my students.
9/19/21
I again ranked myself
here because I did not do
a lot of additional seeking
this year. I was just
learning the ropes my
first year and have a
better understanding of
the processes. 5/2/22
Exploring Applying Integrating Innovating
learners and advanced previous to referral. smooth and effective
learners to determine implementations of referral
appropriateness for referral. processes.
11/27/22
4/5/23
I work closely with my
para-educator to support
my students with IEPs.
She is in my classroom
for 1st period and we
often talk about how our
students with special
needs are doing. She will
give me feedback and I
will take her advice and
apply it to support our
students.
For students with IEPs
and 504s, I make sure to
communicate with their
families frequently.
5/2/22
I am doing a much better
job of communicating
with others about how to
best support students.
I am better at getting to
know my students with
special needs or language
needs and able to
communicate their
educational needs with
parents, counselors, and
other stakeholders 
I give extra time on
assessments and
homework assignments 
I always put subtitles on
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

for students. 11/27/22
No new evidence to add.
4/5/23