CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

This is an area of I am exploring this Currently, I am I utilize my broad

improvement for me element at the delving into the study knowledge of the
since I am still getting moment. I am still of this component. I inter-relationships
acquainted with the trying to fully dissect am in the process of among concepts,
social studies the social studies thoroughly analyzing academic content
curriculum provided curriculum I have in the social studies standards, and
by my site. Other that order to decide what curriculum to academic language to
that, I teach each to keep for the determine which create clear
section in Spanish following school year. components to retain connections and
where many of I see a few for the upcoming relevance for my
lessons require connections between school year. I have students. By
students to practice the academic content identified several understanding how
translanguaging standards and correlations between different concepts
where they not only instruction. the academic content relate to one another
demonstrate content I continue to practice standards and and aligning them
understanding but translanguaging with instructional with academic
language acquisition my students as I methods. standards, I ensure
as well. measure language Furthermore, I persist that the content is
(9/24/22) objectives with every in implementing meaningful and
learning objective. translanguaging coherent. I also
(4/15/23) techniques with my incorporate academic
students while language effectively,
aligning language helping students
objectives with each grasp key concepts
learning objective. and communicate
(12/1/23) their understanding
proficiently. This
approach not only
deepens students'
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

comprehension but
also fosters their
ability to transfer
knowledge across
different contexts,
preparing them for
academic success.
Overall, I strive to
make learning
experiences rich,
interconnected, and
relevant to students'
lives and future
endeavors.
(4/25/24)
3.2 Applying Has basic knowledge Expands knowledge Adapts instruction in Integrates knowledge Utilizes
knowledge of of student stages of of student response to of range of students comprehensive
student development while development and knowledge of student development into knowledge of
development and becoming aware of implements learning development and instructional students to guide all
proficiencies to differences in activities in single proficiencies to meet decisions to ensure students to develop
ensure student students’ lessons or sequence students’ diverse student proficiencies,
understanding of understanding of of lessons that learning needs. understanding of the understand subject
subject matter subject matter. addresses students’ Ensures subject matter matter including
proficiencies and understanding of including related related academic
Teaches subject- support subject matter academic language. language.
specific vocabulary understanding of including related
following curriculum subject matter academic language. Provides explicit Engages student at all
guidelines. including related teaching of specific levels of vocabulary,
academic language. Provides explicit academic language, academic language,
teaching of essential text structures, and proficiencies in
Provides explicit vocabulary, idioms, grammatical, and self-directed goal
teaching of essential key words with stylistic language setting, monitoring,
content vocabulary multiple meanings, features to ensure and improvement.
and associated and academic equitable access to Guides all students in
academic language in language in ways that subject matter using analysis
single lessons or engage students in understanding for the strategies that
sequence of lessons. accessing subject range of student provides equitable
Explains academic matter text or language levels and access and deep
language, formats, learning activities. abilities. understanding of
and vocabulary to subject matter.
support student
access to subject
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

matter when
confusions are
identified.

As a history teacher, In order to ensure In an effort to I integrate my

it is necessary to students provide high encourage the knowledge of
teach subject-specific quality work, I now production of high- students'
vocabulary in order require students to quality work, I have developmental stages
for students to truly implement content recently implemented into my instructional
grasp the content vocabulary in each a requirement for decisions to ensure
being introduced. I assignment to include students to thorough
tend to give students academic language in incorporate content- understanding of the
various vocabulary each assignment. This specific vocabulary in subject matter,
quizzes as a way to helps me measure each assignment. This including related
measure content how students are stipulation has been academic language.
retention. I give these interacting with the put in place to ensure By considering the
test in two formats content. that academic diverse
where I flip-flop I require students to language is developmental levels
between a quiz that include vocabulary consistently utilized of my students, I
requires students to terms in their in all student tailor my teaching
define the term or, responses to make submissions. By approaches to
have students write sure that there is a mandating the effectively meet their
down the name of the common academic inclusion of defined learning needs and
term as I present the language is being vocabulary terms in promote
definition. shared among their responses, I aim comprehension.
These formats help students. to assess the extent to Additionally, I provide
me become aware of (4/15/23) which students are explicit instruction on
differences in engaging with the specific academic
students’ content on an language, text
understanding of academic level. This structures,
subject matter. measure is intended grammatical, and
(9/24/22) to facilitate the stylistic language
establishment of a features to ensure
common academic equitable access to
language among the subject matter
student body. understanding for
(12/1/23) students with varying
language levels and
abilities. Through
targeted teaching
strategies, I empower
all students to engage
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization
of curriculum as
provided by site and
district to support
student
3.3 Organizing understanding of the
curriculum to subject matter.
facilitate student
understanding of
the subject matter
with and master the
academic content,
regardless of their
linguistic background
or proficiency level.
(4/25/24)
Examines Uses knowledge of Integrates knowledge Uses extensive
organization of curriculum and of curriculum and knowledge of
curriculum and student readiness to resources to organize curriculum and
considers organize and adjust and adjust instruction related resources to
adjustments in single the curriculum to within and across flexibly and
lessons or sequence ensure student subject matter to effectively organize
of lessons to support understanding. extend student and adjust
understanding of understanding. instruction.
subject matter.
Ensures student
comprehension and
facilitates student
articulation about
what they do and do
not understand.
The current social I am now applying In order to gauge I utilize my extensive
studies curriculum I this element. I students' grasp of the knowledge of the
am provided with is recently utilized historical figure they curriculum and
an awesome resource curriculum to plan a have explored, related resources to
that gives me with historical figure consider flexibly and
the majority of the brochure that implementing various effectively organize
materials needed to represents one assessment methods. and adjust instruction
serve my population. person of historical One approach could to meet the needs of
The curriculum is significance. involve asking my students. By
organized similar to Students completed a students to write a carefully analyzing
how the CA content 3-sided brochure that reflective essay the curriculum and
standards are showcases the life detailing the key drawing from a
aligned. Working in a and significance of a milestones and variety of resources, I
charter school with historical figure. impacts of the figure create dynamic lesson
no history Students presented they researched. plans that cater to
department, allows their brochure in Additionally, diverse learning
me to go at my own small groups. This conducting a group styles and abilities.
pace and even gives brochure activity is a discussion where Throughout
me the liberty to great strategy to students present their instruction, I actively
pause curriculum and ensure that famous findings to their peers monitor student
focus on other historical figures are can offer valuable comprehension and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

notable historical covered by students insight into their provide opportunities
topics that aren’t as the teacher might understanding. for them to articulate
often covered in the not have the time or Another effective what they do and do
curriculum (Hispanic opportunity to cover method is to task not understand. By
Heritage Month, all historical figures. students with fostering a supportive
Current Events.) (4/15/23) creating a visual environment where
(9/24/22) representation, such students feel
as a timeline or comfortable
poster, to encapsulate expressing their
the essential aspects thoughts and
of their historical questions, I facilitate
figure's life and deeper understanding
significance. These and promote active
diverse assessment engagement in the
strategies provide a learning process.
comprehensive (4/25/24)
evaluation of
students'
comprehension and
engagement with the
historical figure
project.
(12/1/23)
Uses instructional Gathers and uses Selects and adapts a Integrates Uses an extensive
strategies that are additional variety of instructional repertoire of
provided in the instructional instructional strategies appropriate instructional
curriculum. strategies in single strategies to ensure to subject matter to strategies to develop
lessons or sequence student meet students’ enthusiasm, meta-
3.4 Utilizing
of lessons to increase understanding of diverse learning, to cognitive abilities,
instructional
student academic language ensure student and support and
strategies that are
understanding of appropriate to subject understanding of challenge the full
appropriate to the
academic language matter and that academic language, range of student
subject matter
appropriate to addresses students’ and guide student in towards a deep
subject matter. diverse learning understanding knowledge of subject
needs. connections within matter.
and across subject
matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Although I find the I apply this element I integrate
curriculum I have to when I plan a lesson instructional
be sufficient, I tend to that requires students strategies tailored to
gather and use to engage in a the subject matter to
additional historical role play meet the diverse
instructional activity that learning needs of my
strategies to help my represented the students. By carefully
lesson. To be exact, Middle Ages. selecting and
there are times where Students were implementing
the curriculum at assigned roles to play. appropriate
hand does not focus Each role represents strategies, I ensure
on student prior a historical role (ex: student
knowledge activation. King, Queen, Joker, understanding of
That is when I modify Knight) academic language
instructional and Students drafted a and guide them in
attempt to relate the script for each making connections
topic of the day with historical role they within and across
both background will act out in front of subject matter. I
knowledge or cultural the class. employ a variety of
knowledge. (4/15/23) techniques such as
(9/24/22) hands-on activities,
As an educator, I visual aids,
frequently seek and collaborative
implement discussions, and real-
supplementary world applications to
instructional accommodate
different learning
approaches to enrich
styles and abilities.
my lessons, despite
Through these
finding the existing strategies, I facilitate
curriculum adequate. a deeper
It is particularly understanding of the
crucial when the material and
current curriculum empower students to
overlooks the make meaningful
activation of connections, fostering
students' prior a holistic approach to
knowledge. In such learning.
instances, I adapt my (4/25/24)
teaching methods to
establish connections
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

between the day's
topic and both
students' background
knowledge and
cultural perspectives.
(12/1/23)
Uses available Explores additional Selects, adapts, and Integrates a wide Engages students in
instructional instructional utilizes appropriate range of adapted identifying and
materials, resources, materials, resources, instructional resources, adapting resources,
and technologies for and technologies to materials, resources, technologies, and technologies, and
specific lessons to make subject matter and technologies for instructional standards-aligned
3.5 Using and
make subject matter accessible to concept and skill materials to meet instructional
adapting
accessible to students. development in identified student materials to extend
resources,
students. subject matter. needs and make student
technologies, and
Explores how to Resources reflect the subject matter understanding and
standards-aligned
Identifies make technological diversity of the accessible to students. critical thinking about
instructional
technological resources available to classroom and subject matter.
materials
resource needs. all students. support differentiated Assists student with
including adopted
learning of subject equitable access to Ensures that student
materials, to make
matter. materials, resources, are able to obtain
subject matter
and technologies. equitable access to a
accessible to all
Guides students to Seeks outside wide range of
students
use available print, resources and technologies through
electronic, and online support. ongoing links to
subject matter outside resources and
resources based on support.
individual needs.
Students engage their I adapted and I integrate a wide
chroombook devices adopted material to range of adapted
on a daily basis. I make subject matter resources,
have been exploring accessible to all technologies, and
the use of choice students on their instructional
boards in my Chromebook devices. materials to meet
classroom in order to I created a virtual identified student
accommodate to all Western Expansion needs and ensure
levels of intelligence "museum" for accessibility to the
present in my class. I students to explore. subject matter. I
have a few arts and Students engage carefully select and
craft skilled students virtually with customize resources
who demonstrate interactive slide deck to accommodate
their understanding via Peardeck and diverse learning
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

via artwork while I analyze various styles, abilities, and
allow others to film primary and preferences, making
or write their secondary sources. the material
findings. This has Students created accessible to all
made assignments of a presentation students.
all types more of Western Expansion Additionally, I assist
“attractive” or "museum" students in accessing
interesting for (4/15/23) materials, resources,
students. and technologies
(9/24/22) equitably, providing
Educators constantly support and guidance
strive to engage their as needed. I actively
students in seek out outside
meaningful ways. To resources and
achieve this, I have support to
recently delved into supplement
the utilization of classroom materials,
choice boards within ensuring that
my classroom. The students have access
objective is to cater to to the tools and
the diverse range of resources necessary
intelligences that are for their success.
present among my Through these efforts,
students. Notably, I I strive to create an
have noted a cohort inclusive learning
of students with environment where
proficient arts and every student can
craft abilities. These thrive.
students consistently (4/25/24)
convey their
comprehension
through various
forms of artwork.
Simultaneously, I
allow other students
the freedom to either
record their
observations through
film or articulate their
discoveries in writing.
This approach has
significantly
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

heightened student
interest and appeal
across varying
assignment types,
rendering them more
captivating for the
entire class.
(12/1/23)
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English
primary language and information describing proficiencies and English language learners in assessment
English language elements of culture and English learner development, English of their progress in
proficiencies based on language proficiencies strengths in the study of learners’ strengths and English language
available assessment in listening, speaking, language and content. assessed needs into development and in
data. reading, and writing. Differentiates English language and meeting content
Uses multiple measures instruction using one or content instruction. standards. Supports
3.6 Addressing the for assessing English more components of students to establish
needs of English learners’ performance English language and monitor language
learners and to identify gaps in development to support and content goals.
English language English learners. Develops and adapts
student with
Provides adapted development. instruction to provide a
special needs to materials to help Creates and implements wide range of scaffolded Is resourceful and
provide equitable English learners access Attempts to scaffold scaffolds to support support for language flexible in the design,
access to the content. content using visuals, standards-based and content for the adjustment, and
content models, and graphic instruction using range of English elimination of scaffolds
organizers. literacy strategies, learners. based on English
SDAIE, and content level learners’ proficiencies,
English language knowledge, and skills in
development in order the content.
for students to improve
language proficiencies
and understand content.
Using data from the Using data from the I actively seek
ELPAC, I am able to ELPAC, I am able to additional
plan accordingly and plan accordingly and information to
ensure that the social ensure that the understand the
studies sections I social studies elements of culture
teach have and sections I teach have and language
integrated ELD and integrated ELD proficiencies in
approach as well. approach as well. listening, speaking,
As a social studies As a social studies reading, and writing.
instructor, I often instructor, I often By utilizing multiple
have my students have my students measures, I assess
reflect their reflect their English learners'
knowledge via knowledge via performance
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

writing assignments; writing assignments. comprehensively,
one example of Being able to identifying gaps in
integrating ELD integrate ELD is a their English
instruction in my great addition to our language
history class that I class since I have development. To
often use prior to any plenty of English support their
writing assignment is learners; they are learning, I employ
going over run-on supported with scaffolding
sentences. My school various visual techniques such as
also administers the organizers and visuals, models, and
Panorama Survey to sentence starters. graphic organizers,
observe student SEL. (4/15/23) which help to make
(9/24/22) content more
Utilizing accessible and
information from understandable.
the ELPAC, I am Through these
equipped to efforts, I aim to create
strategically plan an inclusive and
and guarantee that supportive learning
the social studies environment where
segments I instruct English learners can
incorporate an thrive and reach their
integrated ELD full potential.
methodology. As an (4/25/24)
educator in the field
of social studies, I
frequently task my
students with
demonstrating their
understanding
through written
exercises. The
capability to
incorporate ELD
serves as a valuable
enhancement to our
classroom,
particularly since I
have a substantial
number of English
learners; they
receive support
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

through a variety of
visual aids and
sentence prompts.
(12/1/23)
Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of accommodations, full range of student
identified with special range of students students identified with adaptations, and with special needs to
needs through data identified with special special needs to assess extensions to instruction actively engage in the
provided by the school. needs to address strengths and for the full range of assessment and monitor
challenges or supports competencies to provide students with special their own strengths,
in single lessons or appropriate challenge needs to ensure learning needs, and
sequence of lessons. and accommodations in adequate support and achievement in
instruction. challenge. accessing content.
Attends required
3.6 Addressing the meeting with resource Cooperates with Communicates regularly Communicates and Communicates and
needs of English personnel and families. resource personnel, with resource collaborates with collaborates with
learners and para-educators, and personnel, para- colleagues, support staff, resource personnel,
families during educators, and families and families to ensure para-educators, families,
student with
meetings and activities to ensure that student consistent instruction. leadership, and students
special needs to in support of learning services are provided Supports families in in creating a
provide equitable plans and goals. and progress is made in positive engagement coordinated program to
access to the accessing appropriate with school. optimize success of the
content Learns about referral content. full range of students
processes for students Initiates and monitors with special needs.
with special needs. Refers students as referral processes and
Seeks additional needed in a timely and follow-up meeting to Takes leadership at the
information on appropriate manner ensure that students site/district and
struggling learners and supported with receive support and/or collaborates with
advanced learners to documented data over extended learning that is resource personnel to
determine time, including integrated into the core ensure the smooth and
appropriateness for interventions tried curriculum. effective
referral. previous to referral. implementations of
referral processes.
When it comes to Using data from the As an educator, I regularly
aiding students ELPAC, I am able to leveraging communicate with
plan accordingly and information from the resource personnel,
while they work, I ensure that the ELPAC allows me to para-educators, and
find myself social studies thoughtfully families to ensure
gravitating sections I teach have strategize and ensure that students receive
towards those and integrated ELD that my social studies the support they need
students who approach as well. curriculum and make progress in
As a social studies incorporates an accessing appropriate
need actual instructor, I often integrated approach content. By
accommodations have my students to English Language maintaining open
(students with reflect their Development (ELD). lines of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

IEPs and 504 knowledge via communication, I
plans) and tend to writing assignments. collaborate with
As a second year In my role as a social relevant stakeholders
only “hover” over teacher I have had studies teacher, I to address individual
the other more experience frequently encourage student needs
students. Classes with IEP meetings my students to effectively.
at my school not and how to demonstrate their Additionally, I refer
only integrate implement new understanding students as needed in
strategies and through various a timely and
ELD but we also accommodations for writing tasks. appropriate manner,
have integrated students. supported by
SPED with the Collaborating with documented data
general the SPED team is a Now in my second over time. This
population. crucial component year of teaching, I includes
to understanding have gained valuable implementing
I do attend IEP student data. insights from interventions and
meetings when (4/15/23) participating in IEP monitoring progress
needed and am meetings and honing before making
currently being my skills in referrals, ensuring
informed about implementing that students receive
innovative the most beneficial
the student
techniques and support and services
referral process. adjustments to aid possible. Through
(9/24/22) students. Establishing these practices, I
a collaborative prioritize student
relationship with the well-being and
special education academic success
(SPED) team is an while fostering a
essential element in collaborative and
interpreting student supportive
data effectively. educational
(12/1/23) environment.
(4/24/25)