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 03/22/23
I understand the sequence
of mathematics and what
is needed to progress to
the next level. I omit some
topics that I feel are
unnecessary and
irrelevant for the next
stage in mathematics,
especially as they pertain
to the AP Calculus
curriculum, and I choose
topics that are grade level
appropriate and accessible
for students 03/22/23
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. extend student learning.
09/23/23
04/28/24
Mathematics is uniquely
sequential. I update and
share lesson plans with
relevant parties so they
know where we are and
where we need to be. I
often refer back to topics
we learned in the past. I
also keep a word wall list
of academic vocabulary
that usually is connected
across topics and across
disciplines.
09/23/23
04/28/24
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
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.
03/22/23
My students are English
Language learners, so I
identify the words they
need to access the
problems that we must
complete. 03/22/23
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject matter
understanding of the including related
subject matter including academic language.
related academic
language. Engages students at all
09/23/23 levels of vocabulary,
04/28/24 academic language, and
proficiencies in
Provides explicit teaching self-directed goal setting,
of specific academic monitoring, and
language, text structures, improvement. Guides all
grammatical, and stylistic students in using analysis
language features to strategies that provide
ensure equitable access to equitable access and deep
subject matter understanding of subject
understanding for the matter.
range of student language
levels and abilities.
09/23/23
04/28/24
I give students an entry
level assessment to
determine their current
level of understanding and
to give them a preview of
what they will be learning.
I introduce a topic by
either creating relevance
or activating prior
knowledge or both. I
implement routines and
activities into manageable
chunks, and the
mathematics software
used enables a
progression from easy to
challenging to ensure that
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students are learning
curriculum that is
developmentally
appropriate.
09/23/23
04/28/24
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
understanding of the lessons to support ensure student across subject matter to adjust instruction.
subject matter. understanding of subject understanding. extend student 09/23/23
3.3 Organizing
matter. understanding. 04/28/24
curriculum to
facilitate student
Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
09/23/23
04/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Lessons build upon
previous lessons and prior
knowledge. The lesson
plan that is shared with
students reflects this.
Daily formative
assessments are used to
guide instruction.
Scaffolding is done during
the lesson sometimes, but
adjustments are made
mostly after a lesson.
09/23/23
04/28/24

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
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing increase student academic language to ensure student meta-cognitive abilities,
instructional understanding of academic appropriate to subject understanding of and support and challenge
strategies that are language appropriate to matter and that addresses academic language, and the full range of students
appropriate to the subject matter. students’ diverse learning guide student in towards a deep
subject matter needs. understanding knowledge of subject
connections within and matter.
across subject matter.
09/22/23
04/28/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Online resources offer
variety, engagement and
are grade-level
appropriate and
accessible to all students.
Deltamath is a useful tool
that allows differentiation
and checks for
understanding.
09/22/23
04/28/24

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 critical
materials including Explores how to make reflect the diversity of the students. thinking about subject
adopted materials, to Identifies technological technological resources classroom and support 09/22/23 matter.
make subject matter resource needs. available to all students. differentiated learning of 04/28/24
accessible to all subject matter. Ensures that student are
students Assists student with able to obtain equitable
Guides students to use equitable access to access to a wide range of
available print, electronic, materials, resources, and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter
resources based on
individual needs.
technologies. Seeks ongoing links to outside
outside resources and resources and support.
support.
Mathematics software
paid by the school makes
this task easier. Problems
are grade-level
appropriate as well as
accessible to all students.
Deltamath, Albert, Savvas,
and AP classroom allow
for differentiation and
corrective feedback.
09/22/23
04/28/24

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
3.6 Addressing the English learners’ performance components of English instruction. monitor language and
needs of English to identify gaps in English language development to content goals.
learners and student language development. support English learners. 09/23/23
with special needs to 04/28/24
provide equitable Provides adapted materials Attempts to scaffold content Creates and implements Develops and adapts
access to the content to help English learners using visuals, models, and scaffolds to support instruction to provide a wide Is resourceful and flexible in
access content. graphic organizers. standards-based instruction range of scaffolded support the design, adjustment, and
using literacy strategies, for language and content for elimination of scaffolds
SDAIE, and content level the range of English learners. based on English learners’
English language proficiencies, knowledge,
development in order for and skills in the content.
students to improve language 09/22/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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
learners and student families.
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
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
Applying
proficiencies and understand
content.
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.9/22/22
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
09/23/23
04/28/24
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
09/23/23
04/28/24
Initiates and monitors
referral processes and
Innovating
04/28/24
My students are English
Language Learners, so
lessons are based on best
teaching practices for
these students, including
SDAIE strategies, keeping
a vocabulary word wall,
and seating students
strategically. I make
students keep track of
their own learning
progress by keeping notes
and formative
assessments in their
individual binder. I choose
questions that are English
Level appropriate, and
accessible.
09/22/23
04/28/24
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
determine appropriateness including interventions tried
for referral. previous to referral.
I consistently ask for
assistance from other
professionals at school,
and ask to meet with
parents of students who
are having difficulties in
accessing the information.
9/22/22
Integrating Innovating
follow-up meeting to ensure ensure the smooth and
that students receive support effective implementations of
and/or extended learning referral processes.
that is integrated into the
core curriculum.
09/23/23
04/28/24
Lessons are based on best
teaching practices for
these students, including
SDAIE strategies, keeping
a vocabulary word wall,
and seating students
strategically. I make
students keep track of
their own learning
progress by keeping notes
and formative
assessments in their
individual binder. I choose
questions that are English
Level appropriate, and
accessible to all. 09/22/23
04/28/24