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 academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic content language, and academic
matter academic standards and instruction. content standards.
content standards (9/22/21) (5/3/2022)
School-provided This semester, I feel more
curriculum is directly knowledgeable and
connected to state understanding of my
standards. When creating curriculum and
additional supports and assessments. As I create
crafting instruction, I new and revise materials
review the standards to for students, I create
make connections and connections and note
building relationships within
activities/instruction to lessons, units, and transfer
meet student development skills. As an English
towards grade level Language Arts teacher,
content standards. academic language and
(9/22/21) content standards include
foundational skills and
learning. Students are
exposed to and provided
explanations of essential
skills, concepts, and
language. For example, in
my compare and contrast
postmodernism unit, I
explained and displayed
the unit learning goals
through the lessons. Each
lesson directly supported
and emphasized one of the
unit learning goals.
Students worked towards
and were exposed to the
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and relevance during instruction and
to students (11/1/2022) extend student learning
(3/28/2023.
I am actively working to I attended CATE this year
connect learning across and worked with my
units and semesters this English Leadership team
year to increase students’ to gather new
deep understanding of understanding of the
both content and curriculum and
relevancy. I created unit technologies available to
study guides and outlines utilize in the classroom. I
for all written work that continue to research and
build upon each other and explore new issues and
increases in complexity to concepts that can extend
prepare students for student learning and
success in English 12. I mastery in the classroom.
also directly connect I revise and adjust lessons
current to future learning and sequencing to better
within English 11: support students'
American Literature and understanding,
US History (as the classes connections, and mastery
go hand-in-hand) of academic language and
(11/1/2022). content (3/28/2023).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying curriculum guidelines. (9/22/21)
knowledge of student (9/22/21) I am still at this level.
development and (5/3/2022)
proficiencies to
ensure student Provides explicit teaching
understanding of of essential content
subject matter 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.
(9/22/21) (5/3/2022)
learning goals in each
lesson. At the end of the
unit, students completed a
self-assessment poll to
reflect on and evaluate
their own understanding
and mastery of the skills
and goals. (5/3/2022)
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.
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
(11/1/2022)
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 matter
understanding of the including related
subject matter including academic language.
related academic language
(11/1/2022). Engages student at all
(3/28/2023. levels of vocabulary,
academic language, and
Provides explicit teaching proficiencies in
of specific academic self-directed goal setting,
language, text structures, monitoring, and
grammatical, and stylistic improvement. Guides all
language features to students in using analysis
ensure equitable access to strategies that provides
subject matter equitable access and deep
understanding for the understanding of subject
range of student language matter.
levels and abilities
(3/28/2023.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Vocabulary instruction is Lessons include various
based on school-provided activities focused on
curriculum. Vocabulary is content-specific
tied to assessments so I vocabulary. In creating
work to make sure activities, I incorporate
students have a deep different levels of
understanding of understanding
provided vocabulary. demonstration: recall,
(9/22/21) apply, and correct use of
vocabulary.
Academic language is
modeled during
instruction, used in
individualized feedback,
and student use and
identification is
encouraged in lessons and
assessments. To better
support student access and
understanding of
vocabulary and academic
language, concepts and
language is incorporated
and identified in verbal
and written instruction
and activities. Corrections
and supports are provided
during instruction and in
feedback to increase
student understanding and
access to content and
academic vocabulary.
(9/22/21)
Additional resources and
practice opportunities are
provided to increase
student understanding of
essential vocabulary and
language. This semester,
direct and clear models,
definitions, and examples
This year is my second full
year teaching my
curriculum. This
awareness and familiarity
has helped me better
support my students'
success in understanding
both content-specific
language and grow their
understanding of how
language is used both
figuratively and literally. I
incorporate differentiated
activities and various
modalities in my live
lessons to engage and
support student learning
to meet their diverse and
specific needs
(11/1/2022).
I have a background in
Human Development, so I
am comfortable
understanding and
leveraging cognitive
development and
understanding when
creating lessons and
assessments for my
students (11/1/2022).
In addition to the above
evidence, I have grown my
teaching skills and
approach to engage and
welcome students to deep
learning of academic
content and vocabulary. I
use, explain, and model
academic vocabulary in
the classroom and include
additional supports and
resources for students to
practice and grow their
subject matter learning
and language skills
(3/28/2023).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

are provided to increase

teaching and use of
academic language and
vocabulary to be successful
in English. (5/3/2022)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. (9/22/21) understanding of subject understanding extend student
facilitate student
matter. (5/3/2022) (11/1/2022). understanding Ensures student
understanding of the
(3/28/2023. comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
My current lessons In leading more live This semester, I am I work closely with the US
mainly focus on the lessons this semester, I am investigating and History team to create
curriculum provided by working to examine the exploring both the cross-curricular
the school to support organization of curriculum curriculum, past student connections and learning
student understanding. and making edits/changes understanding/readiness, between American
This is an area where I am to increase student and MAP Growth data Literature and US History.
currently focusing for understanding and access from current students to I use backwards planning
growth. I have alternate where possible. adjust and expand the to design learning and
assessment options for Curriculum is school-provided sequences to build lessons
students that connect to school-provided. Pacing curriculum to distribute, and scaffolding into
the same skills and and organization cannot be prepare, and revise instruction and
content standards as the changed for virtual learning supports to assessments. I directly
school-provided lessons. I have been active ensure students' deep connect learning and
assessments, but I am in offering alternate understanding. I am also activities to the
actively working to make assessments and reading using the curriculum summative assessment
adjustments that and making lessons design (having taught a and break down writing
incorporate topics and adjustments and resources fully year of my content assessments to extend
applications relevant to available to increase level now) to connect and student understanding
students’ lives. While I student understanding of expand student and learning
feel my assessment subject matter. (5/3/2022) understanding to be (3/28/2023).
alterations and successful in current and
adjustments help future learning
students’ deep content (11/1/2022).
understanding, I am
working to better
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
incorporate this into my
lessons too. (9/22/21)
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single lessons
curriculum. or sequence of lessons to
3.4 Utilizing
increase student
instructional
understanding of academic
strategies that are
language appropriate to
appropriate to the
subject matter. (9/22/21)
subject matter
Academic language and
incorporation is an area
where I feel confident.
Through instruction and
modeling use of academic
language, I check for
student understanding
frequently by asking
students “when I say…
what am I talking about?”
so students can support
both their deep
understanding of academic
language and provide
student-created definitions
to support classmates
understanding. I also
incorporate activities and
discussions that utilize
academic language that
builds an understanding of
specific English content
and academic language
understanding throughout
the year. (9/22/21)
Selects and adapts a
variety of instructional
strategies to ensure
student understanding of
academic language
appropriate to subject
matter and that addresses
students’ diverse learning
needs. (5/3/2022)
I feel I am still at this level
(11/2/2022)
I worked hard this year to
include more instruction
strategies to ensure
understanding of academic
languages in consideration
of students' diverse
learning needs. I
incorporate videos, slides,
collaborative work,
discussions, guided
practice, and models to
support all students in my
classroom to success.
Students receive
additional collaboration
time this semester. In
hearing myself detail and
model then turning the
discussion to students,
students are better able to
practice and apply
academic language and
content learning in the
classroom. (5/3/2022).
I feel I am still at this level
(11/2/2022).
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm,
to ensure student meta-cognitive abilities,
understanding of and support and challenge
academic language, and the full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter
(3/28/2023).
I built upon and revised
supports from last year to
include additional
supports and strategies to
better address and
support the learning
needs and preferences in
the classroom to ensure
student understanding. I
am also developing and
including new and
strategic resources and
supports embedded in live
and virtual lessons. These
include vocabulary,
academic language, and
guides / critical questions
for students to make
deeper connections within
learning and across units
and subject matter
(3/28/2023).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 (9/22/21)
make subject matter
accessible to all I feel I am still at this level.
students (5/3/2022)
Because I work at a fully
online school, I can and do
reach out to students
one-on-one to guide them
to the supports that would
best meet their needs. All
resources are available to
all students such as audio
recordings of texts,
interactive graphic
organizers for rough
drafts, vocabulary
supports, detailed rubrics,
final draft templates, and
activities incorporating
various technology-based
activities and supports.
Technology-based
supports are currently
available in two different
presentations: interactive
teacher-created website
and a Google Document
with links to all
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
(11/2/2022).
I am active in finding,
incoprerating, and utlizing
differentiated resources
and materials for students.
For all summative
assessments, I have at
least two options for
students to choose from to
demonstrate their
understanding. I am also
incorporating different
learning modality
resources into my live
lessons and introduction
pages this year to better
need the needs of all
students in the classroom.
I also gradually release
responsibility and
ownership to students
throughout the year -
students are given the
resources at the beginning
of the year and slowly
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 critical
students (3/28/2023.. 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 (3/28/2023). ongoing links to outside
resources and support.
I added to my resources
over the past year and half
and leverage my
understanding of past and
current students to revise,
adapt, and improve the
resources I provide to my
students. I provide an
abundance of resources
on my teacher websites
and I include the
resources directly related
to the lesson and learning
in my Lessons
Introduction pages. I work
with my small team, PLCs,
and Leadership teams to
improve my
understanding and
resources integration to
ensure that all students
have access and
understanding of how to
use materials, resourcs,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
supports/needed
documents and suggested
outlines for written
assessments. Modifications
and alternate assessments
are provided on a needs
basis. I am working to
make three different levels
of alternate assessments
so students receive the
support they need. Most
written assessments have
at least two different
presentations thus far.
(9/22/21)
I am still at this level this
semester. (5/3/2022)
Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment listening, speaking,
data. (9/22/21) reading, and writing. Uses
multiple measures for
assessing English learners’
performance to identify
3.6 Addressing the
gaps in English language
needs of English
development. (9/22/21)
learners and student
Provides adapted (5/3/2022)
with special needs to
materials to help English
provide equitable
learners access content. Attempts to scaffold
access to the content
content using visuals,
models, and graphic
organizers. (9/22/21)
tasked to finding the and technologies to
avialable resources achieve success and
themselves. As the learning mastery
semester progresses, I am (3/28/2023).
also working to support
students’ independent
ownership of learning and
assessments. I guide
students to the materials
and resources and connect
layout, resources, and
design supports to future
learning and success
(11/2/2022).
Identifies language Integrates knowledge of Engages English learners
proficiencies and English English language in assessment of their
learner strengths in the development, English progress in English
study of language and learners’ strengths and language development
content. Differentiates assessed needs into and in meeting content
instruction using one or English language and standards. Supports
more components of content instruction. students to establish and
English language monitor language and
development to support content goals.
English learners.
Develops and adapts
Creates and implements instruction to provide a Is resourceful and flexible
scaffolds to support wide range of scaffolded in the design, adjustment,
standards-based support for language and and elimination of
instruction using literacy content for the range of scaffolds based on English
strategies, SDAIE, and English learners. learners’ proficiencies,
content level English knowledge, and skills in
language development in the content.
order for students to
improve language
proficiencies and
understand content
(11/2/2022).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I review data from We have specific
available assessments to grade-level teachers who
understand where are leads for EL supports. I
students current am currently working to
understanding is. I know better my understanding
the primary language of and supports for my EL
my EL students, and I am students with the EL team.
currently working with I work closely with both EL
the EL team leads to make 11 and 12 leads to
sure that I have a incorporate visuals,
comprehensive vocabulary resources,
understanding of needs models, and graphic
and support. (9/22/21) organizers to better
support EL students
understanding of content.
The majority of my EL
students speak Spanish or
Arabic as their first
language. I am actively
reaching out to families
and students to better
understand their culture,
contexts, and individual
needs relating to language
and content standards.
(9/22/21)
I feel I am still at this level,
but now fully in this
category. With the
restructuring of our
English department this
year, I do not have any
designated EL students to
comfortably rate myself at
a different level. With my
reclassified EL students, I
use a variety of tools and
assessment strategies to
increase standard English
I am still at this level this
semester (3/28/2023.
While I do not have any
identified English language
learners in my class, I do
have students who
struggle with the English
language and recently
reclassified students. I am
actively working with the
EL team to implement
supports for EL and
struggling students in the
classroom. The resources
and lessons created in
collaboration with the EL
team and strategies to
support EL students are
used across classrooms to
ensure that all students
understand and master
English - both academic
and personal. Additional
focus and attention on
growing students'
awareness of academic
language, application of
content-specific
vocabulary, and word
meanings are
implemented to ensure
that the curriculum is
differentiated and
scaffolded to grow
students' mastery of the
English language
(11/2/2022).
I feel that I am still at this
level this semester. I work
closely with the EL team;
however, I am not a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
understanding and to
identify gaps in language
development. Because my
students have re-classified,
I focus on increased
syntactical and vocabulary
development to continue
their deep understanding
of English. (5/3/2022)
Has an awareness of the Seeks additional
full range of students information on the full
identified with special range of students
needs through data identified with special
provided by the school. needs to address
challenges or supports in
single lessons or sequence
of lessons. (9/22/21)
Attends required meeting
with resource personnel Cooperates with resource
and families. personnel, para-educators,
3.6 Addressing the
and families during
needs of English
meetings and activities in
learners and student
support of learning plans
with special needs to
and goals. (9/22/21)
provide equitable
access to the content
Learns about referral Seeks additional
processes for students information on struggling
with special needs. learners and advanced
learners to determine
appropriateness for
referral. (9/22/21)
(5/3/2022)
member of the EL team. In
my class, I have
reclassified English
Learning students, and I
use many of the tools,
resources, and strategies
that support academic
vocabulary and English
language development. I
am still actively working to
create resources with the
EL team this semester
(3/28/2023.
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. (5/3/2022)
Communicates regularly
with resource personnel,
para-educators, and
families to ensure that
student services are
provided and progress is
made in accessing
appropriate content.
(5/3/2022)
Refers students as needed
in a timely and
appropriate manner
supported with
documented data over
time, including
interventions tried
previous to referral
(11/2/2022).
Integrates Guides and support the
accommodations, full range of student with
adaptations, and special needs to actively
extensions to instruction engage in the assessment
for the full range of and monitor their own
students with special strengths, learning needs,
needs to ensure adequate and achievement in
support and challenge. accessing content.
Communicates and Communicates and
collaborates with collaborates with resource
colleagues, support staff, personnel,
and families to ensure para-educators, families,
consistent instruction. leadership, and students
Supports families in in creating a coordinated
positive engagement with program to optimize
school. success of the full range of
students with special
Initiates and monitors needs.
referral processes and
follow-up meeting to Takes leadership at the
ensure that students site/district and
receive support and/or collaborates with resource
extended learning that is personnel to ensure the
integrated into the core smooth and effective
curriculum (3/28/2023. implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
My schools’ culture
reinforces communication
between entire team of
staff to support students
with special needs. IEPs
and 504s are linked in
gradebooks to better
identify accommodations
and supports. Case
managers are easily
identifiable and I reach out
to each case manager with
accommodations and
modified
resources/assessments for
their assigned students. I
review all information
provided in logs and legal
paperwork, and I reach out
to my students with
special needs and their
caretakers to find
additional information
about needs and available
supports. I work with
other content teachers to
find areas of
cross-curricular skills to
help students identify and
use transfer to be
successful. Students with
all levels of special needs
have communications and
supports in place to meet
their individualized needs
(9/22/21)
I feel I am mostly at the
level, but still approaching
the full Applying rating. I
am familiar with and have
working relationships with
case managers and
resource personnel. I
created more alternates
and modified assessments
to support my students
with special needs. I have
quite a few students with
504 plans for anxiety and
other emotional-related
needs. These students do
not require modified work,
but they do need
additional supports and
accommodations to
demonstrate mastery. I
have become more skilled
and knowledgeable of 504
referrals and
interventions. I feel I need
additional support and
development before I can
fully be in this category
regarding SPED referrals
and interventions.
(5/3/2022)
I feel I am fully at this level
this semester. I have been
active in referring and
consulting with Special
Education teachers to
identify and support
students. I am also
working closely to
collect/provide data,
information, and
interventions attempted
In working with the SPED
team more closely this
year, I am embedding and
including additional
accommodations,
adaptations, and
extensions into my lessons
and assessments this
semester. Additional
sentence frames, video
and written supports, and
clear directions for the
assessments and supports
are integrated into lessons
and assessments.
(3/28/2023.
I ensure that caretakers
are aware of and invlved
in their student’s
educational journey. I also
am a member of the
Learning Coach Mentors. I
utlize my knowledge and
Learning Coach Mentor
resources to support all
caretakers I interact with
to provide positive and
ongoing support to meet
their needs (3/28/2023. .
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

prior to identification to
case managers and the
Special Education team
(11/2/2022).