CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating language, and academic identify connections
knowledge of subject content standards. between academic
matter academic content standards and
content standards instruction.
I plan instruction with the
goal of guiding students
to achieve common core
and state standards.
Instruction planned is
chosen to support the
desired standards. Each
lesson has at 1-2 common
core standards identified
as the learning goal.
These standards are
added to subsequently
and increase in difficulty
as difficulty of instruction
increases.
09/14/2022
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
All lessons are planned
based around academic
content standards, both
with visual arts standards
and common core English
standards. The content
standard goal and its
importance is explained
to the students at an age
appropriate level.
Academic language is
modeled by the teacher
and used by the students.
For example, the lesson
content goal in first grade
art is to “experiment with
a variety of art making
materials and practices.
VA.1.CR.1.2. I explain to
students that we are
going to learn a new
method of painting today
with bubble wrap. I ask
students to try painting
with bubble wrap and
explain how it is different
than using a paint brush.
Students observe that it
makes a different kind of
texture. We use this
academic language
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
extend student learning.
I make sure to design
many art lessons that are
clearly cross curricular
and in line with the core
content curriculum and
standards. For example,
4th grade emphasizes
basic math formulas and
3D forms. I incorporate
this into the 4th grade art
curriculum by making
tessellations, form
drawings, form building
projects, and face vases.
These art projects require
students to use
terminology they learned
in their math class, and be
able to understand the
math formulas being it as
well. These art lessons
also reinforce and help
deepen students
understanding by
applying what they learn
in new formats.
I also found a Khan
academy video that
shows you the math
formula to create a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

texture consistently tessellation. I can share
throughout the lesson. the screen so students
can see the formula, how
4/4/2023 I change it, and how it
changes the drawing. This
is a great way to
practically show students
how math applies to art.

11/14/23

Most of my lessons are

designed to be cross
curricular and support
what students learn in
their core classes and art
standards. 2nd grade
focuses on natural
sciences, and marine
science. To support this
the art curriculum is
heavily connected to
projects involving the
nature. 4th grade math
curriculum focuses on
fraction and radial
symmetry so many of our
art projects connect
concretely with math, like
tessellations, mandalas,
and linear perspective.

4/3/24
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.
I am aware of the Students ae explicitly
students different levels taught art vocabulary
of academic and artistic regarding tools and art
development. Students practices. Students are
are permitted to work at quizzed orally on these
their current level of terms on a daily basis.
development for the More terms are added
beginning projects. with each subsequent
09/14/2022 lesson. Students are
required to use the terms
as they speak and in their
writing.
09/14/2022
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
levels and abilities. matter.
I adapt instruction based I try to incorporate my All of my lessons have
on students responses student level of differentiation planned
and needs. In the middle development into my into the lesson. I use UDL
school illustration instruction. My middle to teach and teach with
elective I support schoolers are goofy and the student of greatest
struggling students in easily distracted so I need in mind, which ends
gaining basic academic make learning content up supporting the entire
vocabulary by providing vocabulary fun by class. My second-grade
picture definitions and relating it to thinks they class has students with a
simple worksheets to know and playing lots of variety of sensory needs
help them practice using digital review games so I plan differentiation of
the language. To which they enjoy. difficulty and of materials
challenge advanced in each lesson. This
students, I have them I explicitly teach and use allows all students to
research a new term on academic vocabulary in engage materials in a way
their own then create my middle school that supports their needs
their own example using painting class. I have and strengths. The art
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

that term. students take notes on vocabulary I use in each
the academic vocabulary, lesson is scaffolded. I
Students are engaged in come up with picture make sure to define
practicing and utilizing definitions and pay unknown words and keep
the academic information review games to ensure and art word wall on the
through fun review they understand the board, with picture
games like Kahoot, vocabulary. Finally, definitions. This gives all
coming up with their own students make an art students a reference to
examples, and project based on the key vocabulary at all
summarizing academic terms we learn, and must times in the class. We also
language in their own be able to explain what consistently review these
words for their clarity. they did in their artwork at all times in the lesson.
Students are expected to using those terms. For
use key academic example, students 4/3/24
language in class. painted a color scheme
painting with different
4/3/2023 tints tones and shades.
They had to identify
which color scheme they
used (monochromatic,
analogous
complimentary, or triad)
and identify all the
different tints tones and
shades. Kahoot is a great
tool for this assignment
because it allows me to
assess students
knowledge and
understanding in a fun
engaging way.
11/14/23
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
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. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
A thorough curriculum Students’ readiness is I create all of my own My curriculum is very
guide is kept and updated continually assessed content and resources. flexible and I adapt
after each lesson to throughout lessons. There is no set instruction/scheduling
ensure students are on Informal assessments like curriculum to follow for based on the needs of the
track in learning all observations during my program which gives class. I adapt my
required material. The student work time, exit me great creative curriculum plan to
schedule is adjusted as tickets, questioning, and freedom. I tend to base reinforce and reteach the
lessons need to be sketches. Curriculum is my art curriculum in the skill students are
retaught according to the adapted to meet students’ core content standards struggling with. This
students needs. needs as these results and design curriculum to ensures that students do
09/14/2022 come in. I have no enhance what students not have gaps in
curriculum guide to learn in core classes. I knowledge and are able
follow so I make all of the align my curriculum with to progress in the
curriculum from scratch state art standards as program concretely.
based on my particular well. To help with There is lots of
group of students needs generating content I keep opportunity in each
and readiness. in touch with educators lesson for students to
in different states that I articulate what they do or
3/4/2023 went to college with. We do not understand. I take
have a bi annual pre assessments, several
conference call over zoom mid-way and
where we share lessons assessments, before
and ideas. students complete ethe
final project. I check with
11/14/23 the class as a whole and
with individual students
to determine readiness.
5/3/24
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
Additional instructional The principal of UDL is In addition to applying
strategies are used followed in my lessons UDL to all of my lesson I
outside of what has been whenever possible. In my also incorporate scaffolds
provided in the student’s design thinking and challenges whenever
curriculum. Collaborative class, I make sure all possible. I usually have
group work is often projects allow for extensive directions or
utilized. Student multiple means of action even detailed video
movement is also and expression. Students tutorials for struggling
incorporated to ensure are allowed to respond to students. I also include a
students keep focus. the prompts/ more advance prompt for
Technology is also used assignments in whatever my advanced students.
to engage students in the format best fits their
material further. learning style. Students I often collaborate with
09/14/2022 can respond to the core teachers to include
prompt: Make 20 objects core content into the art
based on 1 theme in any lessons. For example,
way they like. Some can second grade focuses
draw, others write short largely on marine animals
poems, others make a in science. Therefore in
video, some create art we make lots of
sculptures. Students also marine life projects to go
have multiple means of along with their marine
engaging material life research writing.
including receiving
information in auditory, All teachers post their
visual, and kinesthetic curriculum year plan to a
means. shared google drive. This
allows me to easily see
3/24/2023 what they are doing in
each grade and to plan
lessons to support it.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

11/14/23

I integrate instructional
strategies appropriate to
subject matter to meet
students’ diverse
learning. Some of the
instructional strategies I
use are student-based
learning, and peer
teaching. I do this in my
third-grade lessons
where students look at a
sample of a paper bird
and brainstorm with
peers different methods
of how they think the bird
was made. Then make
their own paper birds
based on their theories.
Teachers also support
each other when they are
studck by brainstorming
different ideas.

4/2/24

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
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. ongoing links to outside
resources based on resources and support.
individual needs.

I use additional Technology is utilized I have adapted materials

instructional materials and differentiated for my students that
such as manipulatives to depending on student struggle significantly.
make subject matter needs. For example, a These adapted materials
more accessible. student with sever motor come in the form of step
Technology like Elmo control issues in my by step drawn
projectors, and personal design thinking class uses instructions, one on one
Chromebook are also assistive technology to help, and video
used. The Elmo allows for make digital art in demonstrations. Students
more engaging step by response to prompts are able to follow the
step drawing. instead of drawing by video instructions on
Chromebooks are used to hand. This allows the personal I pads in the
interact with/allow student to demonstrate classroom.
students to conduct their thinking without the
individual research on barrier of fine motor I also use adapted
the arts. control skills. Other materials for students
09/14/2022 students use technology with special needs. Some
to trace images to students with sensory
practice their drawing problems or autism
skill and development. cannot stand using
More advanced students certain materials like
will use their computers charcoal or chalk pastel
to look up reference because they cause an
pictures, then alter the unpleasant prominent
reference to fit their scraping sensation. I
personal interpretation. provide alternative tools
All students use the for these students that
computers to assist their have a similar visual
artwork but at different quality but without the
capacities according to effect that they do not
their readiness. like.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

4/5/2023. 11/14/23

My students have access

to a wide range of
supports based on their
needs. 1 on 1 aids are
provided when needed
for more complicated
cases. I provide adapted
materials and tools when
needed, such as
differentiated
assignments, larger
crayons or brushes for
motor control
development, pencil
grippers, and preferential
seating.

4/12/24

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.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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. 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 Exploring
I have identified students
primary languages by
speaking to the students
and looking gat their
previous records. When
possible I speak to the
students in their native
language to the best of
my ability in order to
clarify instruction.
Adapted materials like
translated vocabulary
words are provided as
needed.
09/14/2022
Applying Integrating Innovating
Students’ language I collaborate with the
proficiencies are core teachers to
considered in the determine EL students
development of language capacity and try
curriculum and to build on vocabulary
accounted for. Students they already know to
with specific needs have increase understanding. I
access to vocabulary work most commonly
charts or assistive with my bilingual
technology to assist coworker to help me
language acquisition and learn some Spanish
help them keep on pace words to clearly
with the lesson. communicate with
students.
To support EL acquisition
of language and content I I often support my EL
create differentiated students by including
supports. In the visual examples and
illustration class to definitions of art
support acquisition of terminology. This helps
content students are able them to understand
to use 1 of three terms and concepts
templates: A highly through images rather
structed template with than words. This benefits
step-by-step instructions the entire class. Because
and guidelines drawing it is an art class, many of
on the paper, a vague the definitions are best
template written portrayed in picture form.
instructions but no Whenever I do have
guidelines, or a blank written instructions I
copy with no restrictions verbalize them, include
and no instructions. pictures, or even print
Students choose which them in an additional
project to work on based language for the student.
on their confidence and
competence. 11/14/23
3/20/2023 I further support my EL
students with a word wall
with pictures in the
classroom. This ensures
that they have equitable
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

access to vocabulary.
They also meet 1 on 1
with the R.I.S.E program
for their English language
development, where I
provide the RISE teacher
with a previewed list of
the vocabulary so she can
pre teach the students
before class, giving them
additional time to process
not vocabulary and
information.

4/22/24

Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.7 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
I have obtained an
“orange card” for each of
my SPED students. This
card provides me with
the student’s level of
achievement in the
previous grade, what
their strengths and
weaknesses are, and what
strategies worked best
for their previous
teacher. I also access their
IEP or 504 Plan. I attend
all meetings and parent
conferences needed to
best support the student.
I have also identified and
learned about the referral
process for students with
special needs.
09/14/2022
Exploring
I actively collaborate with
the special ed teacher on
campus to discuss the
progress of students with
IEP’s and 504 plans. I
collaborate with other
teachers see how the
students is performing in
other classes and what
strategies are working in
those classes. The same
goes for social and
emotional needs of
students. If a student is
having a particularly
difficult day we a s a staff
will communicate this to
one another and give
each other tips on how to
engage that student.
3/20/2023
Applying
previous to referral.
I make sure that I plan
inclusive projects that
will not exclude my IEP
students based on ability.
If I have an extremely
challenging project, I
provide and adapted but
very similar project for
the IEP student. I also
make the adapted version
open to other students as
an option.
I work closely with the 1
on 1 aids for my IEP
students. In art class I
have the aid complete the
art project with the IEP
student so the student
has a clear example to
follow at an appropriate
pace for the student. The
aid is able to offer specific
help and feedback to the
student while I am
working with the rest of
the class.
I collaborate with the
special education teacher
and the parents of the IEP
students as appropriate
Integrating Innovating
effective implementations of
referral processes.
I work directly with the
schools’ special needs
teacher in the RISE
program to ensure
students have equitable
access. For EL student’s
vocabulary is pretaught
and reviewed in her class
before they come to me.
She also provides me
with a list of
accommodations and
supports for the students
with special needs so I
can better support them. I
make sure to meet with
the RISE teacher, and the
students core teachers
regularly to monitor
progress, foals, and
discuss best practices to
support the students.
5/2/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

either in person or
through email.

11/14/23