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. 07/17/2211/04/22 connections and connections to standards
relevance to students. during instruction and
05/07/23 extend student learning.

Lesson is planned and The lesson plan in my

delivered with NGSS in classroom is designed
mind having multiple with careful
parts and examples to consideration of the
describe the concepts, California's Next
key vocabulary, and their Generation Science
relationship to real-life Standards and is aligned
situations. 07/17/22 with the standards for the
entire academic year.
Lesson guideline is This is done in
planned within PLC that collaboration with my
is aligned with the colleagues as part of the
California's Next Professional Learning
Generation Science Community (PLC)
Standards for the whole meetings to ensure that
year. The guideline (Link the lesson plan is
to sample guideline) is in comprehensive,
mind to keep Cross systematic and cohesive.
Cutting Concepts and The lessons are
Science and Engineering structured to include
Practices within each Cross Cutting Concepts
concepts per units. and Science and
11/04/22 Engineering Practices,
integrated within each
unit of study.
I believe that effective
planning is crucial to
providing students with a
quality education that
prepares them for their
future. Reflecting on
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

NBPTS criteria of
"Planning for active
learning" and "Planning
for standards-based
instruction", I strive to
create lesson plans that
cater to the diverse needs
of my students and align
with the standards set
forth by the state. By
doing so, I aim to provide
students with a rigorous
and relevant learning
experience that
empowers them to
become lifelong learners.
05/07/23
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 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. 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
07/17/2211/04/22 levels and abilities. matter.
05/07/23
Lesson for a concept is Lessons for each concept
done over multiple days, are designed to span over
starting with anchoring multiple days, starting
phenomenon, prior with an anchoring
knowledge based phenomenon, a
discussion, discussion based on prior
vocabulary/academic knowledge, the
language, real life introduction of
examples, assessments, vocabulary and academic
etc. to ensure the diverse language, real-life
student needs are met in examples, assessments
multiple angles. and more. The structure
07/17/22 of the lesson ensures that
students with diverse
The lesson continues to learning needs are able to
be structured as intended grasp the concept from
( starting with anchoring multiple angles.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

phenomenon, prior Additionally, students are
knowledge based assessed both formatively
discussion, and summatively
vocabulary/academic throughout the lesson to
language, real life monitor their
examples, assessments) understanding, and the
and in addition, students lesson is scaffolded and
are assessed throughout re-delivered as needed.
their work formatively 05/07/23
and summatively. The
lesson is then scaffolded
and redelivered if need
be. 11/04/22

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. 07/17/2211/04/22 understanding. 05/07/23
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

Curriculum is designed to Collaborative planning
have the concepts build and communication
on top of each other, among teachers is
using the concept learned consistently prioritized to
today as background ensure student success.
knowledge to learn the This includes ongoing
new concept of discussions about
tomorrow. Meetings are crosscutting concepts
often held with math between subject areas,
teachers to understand such as math and science.
general student Lessons are coordinated
knowledge in other to build upon each other,
related subjects as well. such as when math is
07/17/22 teaching graphs, physics
teaches position vs time
There is consistent graphs to extend the
discussion and knowledge and show
communication between real-world applications.
teachers to reflect In addition to content
student understanding of coordination, teachers
their own subject matters also share technology and
and the extension to resources being used in
other subject matters. their respective
For example, math curriculums to provide a
teachers and science seamless experience for
teachers have students. For example,
conversations on the the math teacher may use
crosscutting concepts Desmos to teach graphs,
between the classes. We and the physics teacher
coordinated lessons to may extend that lesson by
match each other : when incorporating the same
math is teaching graphs, software in their class to
physics teaches position give students the
vs time graphs to extend opportunity to apply their
the knowledge and show knowledge across
applications. 11/04/22 multiple subjects.
05/07/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
07/17/2211/04/22 connections within and matter.
across subject matter.
05/07/23
Diagrams, videos, In science class, students
simulations, frequently complete lab
demonstrations, reports which involve
presentations and using online tools to
experiments are held collect and analyze data.
accordingly to each To ensure students are
lesson. Academic successful, they are given
language is a must when clear instructions on how
the different science to access and use the
activity is held and necessary data tools. The
emphasized at the guidelines also include
learning opportunity of requirements that must
each concept. 07/17/22 be met for the resource to
be considered effective
Different experiments evidence, encouraging
and simulations as well as students to critically
group projects are used examine the resources
to assist students they find.
experiment and test their Various experiments,
knowledge. The method simulations, and group
are planned according to projects are used to assist
the subject matter per students in testing and
concept. The tools are applying their knowledge.
accommodated with These methods are
proper directions with carefully planned to align
academic language with the subject matter
included to guide for each concept, and are
students in their accompanied by detailed
explorations. 11/04/22 directions that include
academic language to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

guide students in their
explorations. 05/07/23

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 instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. 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. 05/07/23 ongoing links to outside
resources based on resources and support.
individual needs.
07/17/2211/04/22

The use of videos, A variety of instructional

textbooks, techbooks, resources are available to
simulations, previous support student learning
work from students, in science class. These
experiments, resources include videos,
demonstrations as well as textbooks, tech-books,
outside experts are all simulations, previous
available for student student work,
understandings. The experiments,
assignments and help demonstrations, and
resources are available expert input. Both print
for print and and electronic versions of
electronically depending assignments and
on student needs. resources are available to
07/17/22 students, and various
digital tools are used to
Various digital tools are enhance learning. The
used in class to assist textbooks used in the
student learning. The class are tech-books that
textbook we use are tech- are specifically designed
books that are aligned to align with the Next
with NGSS. The materials Generation Science
are all uploaded in the Standards. Academic
LMS we use ( Schoology) language is emphasized
for students to access. throughout all science
The use of videos, activities to support
textbooks, tech-books, student understanding.
simulations, previous All materials are
work from students, uploaded to the Learning
experiments, Management System
demonstrations are (LMS) used by the class,
adopted to be NGSS which is Schoology. The
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

aligned. 11/04/22
use of videos, tech-books,
simulations, previous
student work,
experiments, and
demonstrations are all
adopted to align with
NGSS standards and
promote student
achievement. 05/07/23

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
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 gaps support English learners.
in English language
learners and student Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 05/07/23 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
07/17/2211/04/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
EL students are identified
and lessons are always
accompanied with
diagrams and pictures
that does not require
English other than the
academic language
required. The students
are encouraged to have
academic language in a
graphical organizer to
have it translated in their
own language, sentence
frames and SIOP help are
available for EL students.
07/17/22
On top of the resources
above from July, there is
now a line of
communication with the
designated EL and IEP
students. There are
regular meetings to align
important concepts in
their designated support
class. The first set was
with Newton's second
law and the students
were given vocabulary
support in designated
class while concepts and
experiments are done in
my class. This method
proved useful with the
results. 11/04/22
Integrating Innovating
In order to support
English Language (EL)
students, lessons are
designed to include visual
aids such as diagrams and
pictures, which do not
require English language
proficiency. Students are
encouraged to use
academic language in
graphic organizers and
have the option to
translate the content into
their native language.
Additionally, sentence
frames and Sheltered
Instruction Observation
Protocol (SIOP) strategies
are available to support
EL students. For students
with special needs,
Individualized Education
Program (IEP) guidelines
are followed and regular
communication is
maintained with para-
educators and families to
ensure that their needs
are met. Parent meetings
are held regularly,
facilitated by para-
educators, to address any
concerns or issues that
may arise.
Furthermore, a line of
communication has been
established specifically
for designated EL and IEP
students. Regular
meetings are held to align
important concepts
between their designated
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

support class and the
science class. For
example, during the unit
on Energy, vocabulary
support was provided in
the designated support
class, while experiments
and activities were
conducted in the science
class. This approach has
yielded positive results in
supporting these
students. 05/07/23

Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
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.
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
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.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

previous to referral. effective implementations of
07/17/2211/04/22 referral processes.

Communicate with para-

educators and families of
special needs students
and follow IEP guidelines,
giving students more
opportunities to
understand and catch up
to class. Parent meeting
are held regularly set-up
by para educators and we
listen to their needs.
07/17/22

There are regular

meetings to align
important concepts in
their designated support
class. The first set was
with Newton's second
law and the students
were given vocabulary
support in designated
class while concepts and
experiments are done in
my class. This method
proved useful with the
results. 11/04/22