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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content standards. ways that ensure clear connections to standards
content standards
connections and relevance during instruction and
to students. extend student learning.

Every two days, I display Mid-spring, I designed an Based on “extensive”

the two days’ standard, integrated pacing calendar (term used in Innovating
with an explanation of why that included the IB, CAM, definition) personal
we are covering it. Then I and CTE standards, along experience, I updated our
review it, when I list the with learning objectives content on staffing a small
objectives for the lesson. for every lesson. It took a business. Specifically, I
daily since 8/11/22 long time to assemble, but developed a deck that
now done, it is a great, walks through the process
useful guide. It allows me step-by-step. One example
to connect material to is how jobs are now
previous lessons precisely typically listed almost
and illustrate which exclusively online, as
aspects are most relevant opposed to even 10 years
to the students. 2/13/23 ago – I put that
information on one Slide
in a 20-Slide deck.
10/30/23

ISTE Standard: 2.5c -

Explore and apply
instructional design
principles to create
innovative digital learning
environments that engage
and support learning

I located the new CAM

syllabus, reviewed it for
updates, and isolated a
key distinction in the
26-28 exams, which are
the inclusion of published
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

formulas. I distilled these
updated standards,
annotated a PDF, and
published them for
students to use over the
next 3-5 years. 3/22/24
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons that students’ diverse learning ensure student understand subject matter
understanding of subject addresses students’ needs. Ensures understanding of the including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of student curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
development and Provides explicit teaching of essential vocabulary, of specific academic proficiencies in
proficiencies to of essential content idioms, key words with language, text structures, self-directed goal setting,
ensure student vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
understanding of academic language in academic language in ways language features to improvement. Guides all
subject matter single lessons or sequence that engage students in ensure equitable access to students in using analysis
of lessons. Explains accessing subject matter subject matter strategies that provides
academic language, text or learning activities. understanding for the equitable access and deep
formats, and vocabulary to range of student language understanding of subject
support student access to levels and abilities. matter.
subject matter when
confusions are identified.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

On my lecture Slides, I reference assessment
which I display on screen data in real-time to gauge
as I teach and post later in areas where students
Google Classroom, I have demonstrate mastery and
special formatting for key areas where I either need
academic language that to adjust my assessments
highlights them visually. I (e.g. rephrase a question
call them out verbally, and for greater clarity) or
I sometimes use a smaller circle back to re-teach.
whiteboard to highlight The data also helps me
key words that students identify outlier students
should know. daily since who may need additional
8/11/22 support, in the form of 1:1
instruction, an alternative
I continue to do the things assessment, or other
above. I have now also accommodations. Most
integrated key terms often I use Google Forms
worksheets and quizzes for such data, though I
that provide a useful have experimented
assessment and also help recently with Formative
me tailor my instruction as biweekly since 8/14/23
needed to certain students.
2/23/23 Based on earlier work, I
began customizing
content in BM IB/CB to
clarify which academic
language and exam
structures are particular
to each exam and sourced
online materials to
support the respective
students. 2/26/24
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 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. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
This is my second year
teaching these Business
classes. In the first year, I
developed the content
based on the primary text,
but I noticed areas where
it was lacking. So, I found
other sources, from my
business career and from
academic sources, to add
to the mix. Now, there are
40+ prominent business
books, plus one website to
which we have student
subscriptions, that round
out the content. I mapped
the year out ahead of time
and showed students
where we would be by
each month, and as we go,
I explain the why. daily
since 8/11/22

I continue to do the things

above and have some
ideas for Year 3. At a
conference last week, I
discussed with an advisor
from another site some
new FBLA-related
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

curricular elements and a
new digital module that
we can potentially use. I
have started exploring its
utility and potential ways
to fund it, if I decide it is
the right fit. 4/29/23

At the start of my third

year teaching Business, I
was able to fully integrate
three separate sets of
standards: IB, Cambridge,
and CTE. Much of my
work this year has been
installing the Cambridge
A-level content. My first
step was to create a single
Sheet that tracks each
standard. As I go, I adapt
the schedule slightly (and
update my Planbook), so
that the curriculum
effectively blends. daily
since 8/14/23

ISTE Standard: 2.1b -

Pursue professional
interests by creating and
actively participating in
local and global learning
networks

Related to the new CAM

syllabus referenced above,
I developed a robust
formula packet students
will be able to use as they
prepare for their IB/CAM
exams. I have ideas on
how to enhance it and use
it in instruction next year,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

but for now it represents a
significant new tool in the
most complicated area of
the course. 3/22/24
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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter. students’ diverse learning guide student in towards a deep
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 a blend of strategies, I continue to do the things
ranging from lecture to described on the left. One
quiet reading to group newer thing my students
activities using everything comment on is my passion
from Legos to beading for the content, which I
supplies to puzzles. We take as a point of pride. I
utilize Google Classroom have been able to foster
extensively, and my Slide that in some of them, too. I
decks are interactive, with continue to use a variety
questions, videos, and of supplies to make the
additional resources. Most environment fun and
recently on 9/16/22 constructive. Most
recently, the students will
engage in a Shark
Tank-like pitch of their
own business. They are
preparing now. 3/27/23

In Year 3, I have focused

on installing curriculum
that we received in the
spring and fine-tuning
many of my existing
strategies (while trying
out others). One example
is the updated approach
to our reflective reading.
This month, students will
complete a book analysis
project that allows them
to deeply apply what they
have learned to date.
12/23

I continue to do the things

listed previously in this
element, while exploring
new opportunities. For
example, to promote a
unit on marketing, I gave
students 30 minutes to
script and film video ads
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

on an item they had at
school. For the project,
students could also
complete a skit in class.
3/1/24
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
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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. 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. ongoing links to outside
resources based on resources and support.
individual needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

[copied from above] [copied from above] As mentioned, now that I
am in my third year of
This is my second year I continue to do the things teaching Business, I
teaching these Business listed on the left and have continue to fold in new
classes. In the first year, I some ideas for Year 3. At a resources, including a new
developed the content conference last week, I Cambridge Business
based on the primary text, discussed with an advisor textbook and e-Book and
but I noticed areas where from another site some a corresponding IB
it was lacking. So, I found new FBLA-related Business textbook that I
other sources, from my curricular elements and a received in the mail last
business career and from new digital module that week. These are all
academic sources, to add we can potentially use. I standards-aligned
to the mix. Now, there are have started exploring its resources that help
40+ prominent business utility and potential ways unpack an otherwise
books, plus one website to to fund it, if I decide it is vague, massive, and
which we have subs, that the right fit. 4/29/23 occasionally inscrutable
round out the content. I batch of content. My focus
mapped the year out in Year 3 is effectively
ahead of time and showed implementing these
students where we would resources and tailoring
be by each month, and as them to the individual
we go, I explain the why. student tracks (IB,
daily since 8/11/22 Cambridge, CTE 10/23

Following conversations
with our CAM program
director, I identified new
usable materials for the
students that can only be
used while in class, per
CAM. So, I downloaded,
printed, and assembled
them in binders, then
developed activities to
have the students explore
them. 3/23/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English learners’ English language monitor language and
3.6 Addressing the performance to identify development to support content goals.
needs of English gaps in English language English learners.
learners and student development. Develops and adapts
with special needs to Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access content. content using visuals, standards-based support for language and and elimination of
models, and graphic instruction using literacy content for the range of scaffolds based on English
organizers. 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

To support my EL There is a project in one of
students, I display the my classes that has a
Slides as I teach them, presentation aspect. This
being sure they are not too year, one student
dense for note-taking. I expressed significant
also pace my instruction, hesitancy at the idea of
so as to allow them to speaking in front of the
process the information class. After a brief
visually and verbally. I post follow-up dialogue, it was
the Slides later, so they can apparent the student’s
be reviewed, as needed. needs ran deeper than
Also, I reserve the last 5 what might be described
minutes of each class for as “typical” presentation
individual follow-up with jitters. So, I worked with
students, including EL the student to develop an
students, to confirm their alternative to the stand-up
understanding and clarify presentation, one that
any confusion 1:1. Most would cause no anxiety. I
recently 9/26/22 continue to look for ways
to help such students gain
confidence and
“repetitions” to help them
prepare for future
potential presentation
scenarios (in their career,
on a Zoom or project
team, for example). For
now, my focus is primarily
on helping them have
access to the content and a
safe place in which to
learn 10/23

As mentioned previously, I
have recently begun
exploring the new ability
in Google Slides to record
instruction. My work is
preliminary, but my hope
is to create rewatchable
videos that students will
be able to pause, watch at
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

their own pace, and view
subtitles. It has potential
to help in significant ways.
3/7/24
Has an awareness of the Seeks additional Utilizes information on the Integrates Guides and support the
full range of students information on the full full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or sequence challenge and needs to ensure adequate and achievement in
of lessons. accommodations in support and challenge. accessing content.
instruction.
Attends required meeting Communicates and Communicates and
with resource personnel Cooperates with resource Communicates regularly collaborates with collaborates with resource
3.6 Addressing the
and families. personnel, para-educators, with resource personnel, colleagues, support staff, personnel,
needs of English
and families during para-educators, and and families to ensure para-educators, families,
learners and student
meetings and activities in families to ensure that consistent instruction. leadership, and students
with special needs to
support of learning plans student services are Supports families in in creating a coordinated
provide equitable
and goals. provided and progress is positive engagement with program to optimize
access to the content
made in accessing school. success of the full range of
appropriate content. students with special
Learns about referral Initiates and monitors needs.
processes for students Refers students as needed referral processes and
with special needs. Seeks additional in a timely and follow-up meeting to Takes leadership at the
information on struggling appropriate manner ensure that students site/district and
learners and advanced supported with receive support and/or collaborates with resource
learners to determine documented data over extended learning that is personnel to ensure the
appropriateness for time, including integrated into the core smooth and effective
referral. interventions tried curriculum. implementations of
previous to referral. referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I reviewed a student’s IEP [partially copied from
and adjusted instruction to above]
accommodate him. I resat
him, close to my desk, so I continue to do the same
that I can clarify things things here, and I work to
during and after lecture. keep the needs of my EL
Based on our interaction, I students front of mind.
understand that he can Recently, I pulled one of
communicate better by my EL students aside to
typing, so he occasionally discuss the difficulty she
asks me questions by has on my tests (her
typing them. I recently scores are a significant
interacted with his case outlier). We discussed
carrier and another ways she can approach the
teacher to evaluate his test and a few things I can
progress (good) and see if do to assist her. I also
there are other ways to offered to let her retake
provide support. 9/21/22 one of the tests, to see if
we could isolate the
toughest spots for her.
4/24/23

In addition, I have met

with another student who
has significant health
issues and who has
missed 30-40% of my
class (and other teachers,
too). We discussed ways to
keep him up to speed,
including my providing
him with access to the
Slides ahead of time and
providing extensions for
his work and tests.
2/20/23

There is a project in one of

my classes that has a
presentation aspect. This
year, one student
expressed significant
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

hesitancy at the idea of
speaking in front of the
class. After a brief
follow-up dialogue, it was
apparent the student’s
needs ran deeper than
what might be described
as “typical” presentation
jitters. So, I worked with
the student to develop an
alternative to the stand-up
presentation, one that
would cause no anxiety. I
continue to look for ways
to help such students gain
confidence and
“repetitions” to help them
prepare for future
potential presentation
scenarios (in their career,
on a Zoom or project
team, for example). For
now, my focus is primarily
on helping them have
access to the content and a
safe place in which to
learn 10/23