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. 9/15/23
I feel like ideas do change
in English and Literature.
I would like to bring in
more current material
than what is currently
offered in the curriculum
I use, but I am not sure
how to implement more
current literature that
may appeal to my current
students into the set
online curriculum. I do
talk about current events
with students and how
Evidence they relate to the material
we are reading. I also try
to implement current
practices such as
equitable grading
strategies in my grading.
9/15/23
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive
the relationship between inter-relationships of knowledge of subject
essential subject matter concepts, academic matter concepts, current
concepts, academic content standards, and issues, academic
language, and academic academic language in language, and research to
content standards. ways that ensure clear make relevant
4/2024 connections and connections to standards
relevance to students. during instruction and
extend student learning.
It is easy for students to
lose sight of what we are
teaching them. This year I
have struggled with
students using AI, and
have explained that I
don’t allow AI because
students need to develop
their thoughts and
thinking process. When I
explain this to students,
they limit their AI use,
and start to rely more on
their own brains.
Students need to meet the
standard, not for some
arbitrary goal, but so they
can develop their minds.
4/2024
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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.
9/15/23, 4/2024
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
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.

I regularly have
conversations with my
students about
connecting their current
learning to strategies they
have already learned. I
explicitly teach
vocabulary and various
Evidence
literary elements and how
they apply to the material
we are reading.
Throughout the year we
discuss plot elements and
how they apply to our
different short stories.
9/15/23, 4/2024
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing understanding of the lessons to support
curriculum to subject matter. understanding of subject
facilitate student matter. 9/15/23
understanding of the
subject matter
I strive to give students
background information
on the various short
stories we read to help
them make connections
with the text and to help
them understand why the
authors chose to tell the
stories the way they did. I
try to give students the
option of what to write
about so it is more
Evidence
meaningful to them. In
our first writing
assignment for the year,
students choose to write
about a personal or family
event. This allows them
the chance to explore
their heritage or to share
something about
themselves. They choose
what to write about.
9/15/23
3.4 Utilizing Uses instructional Gathers and uses
instructional strategies that are additional instructional
strategies that are provided in the strategies in single
appropriate to the curriculum. lessons or sequence of
subject matter lessons to increase
Applying Integrating Innovating
Uses knowledge of Integrates knowledge of Uses extensive
curriculum and student curriculum and resources knowledge of curriculum
readiness to organize and to organize and adjust and related resources to
adjust the curriculum to instruction within and flexibly and effectively
ensure student across subject matter to organize and adjust
understanding. 4/2024 extend student instruction.
understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
This is my second year
with this curriculum and I
feel more confident in
making changes and
adjustments to ensure
students have a better
understanding of the
subject. I am still
learning, and continue to
adjust things for next year
to enable more students
to be successful. For
example, next year I
would like to make a
video of the portfolio for
students to watch rather
than trying to cram so
much of teaching Romeo
and Juliet into one lesson.
4/2024
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of and support and
academic language matter and that addresses academic language, and challenge the full range of
appropriate to subject students’ diverse learning guide student in student towards a deep
matter. 9/15/23, 4/2024 needs. understanding knowledge of subject
connections within and matter.
across subject matter.
As an online teacher, I
don’t have a lot of
flexibility with the
curriculum, but I have
been able to supplement
the curriculum to
increase student
understanding with such
tools as study guides,
essay outlines, and loom
videos. These tools
increase student
understanding. I also
Evidence implement Live Lessons
to help students better
access and understand
the material. 9/15/23,
4/2024

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Identifies technological technological resources
resource needs. available to all students.
9/15/23
accessible to all
students
I have been able to ensure
that all students have
access to audio versions
of the stories that we
read. I also try to make
Live Lessons interactive
to encourage student
engagement and check for
understanding with such
tools as polls, padlets, and
short quizzes during the
Evidence session so that all
students can participate
and I can adapt
instruction if students
aren’t understanding
even in a virtual
environment. 9/15/23
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
to help English learners
Applying Integrating Innovating
classroom and support subject matter.
differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
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
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 4/2024
I have developed videos,
graphic organizers, and
other tools for students to
access the material and
assist them with their
tests and portfolios. All
students have access to
technology because our
program is an online
school. I have also found
tools for students to use
that are specific to
students with special
needs or English
Language Learners and
made them available to
students if they wish to
use them. 4/2024
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
access content. 9/15/23
I know I need to work on
developing tools for my
English Learner Students.
I need to spend time
getting to know where
they are at on their
English learning journey.
I enjoy getting to know
bout my students’
different cultures and I
Evidence have not yet taken the
time to get to know them
this semester. I also want
to utilize and develop
tools that will better
enable them to be
successful in my class.
9/15/23
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
Attempts to scaffold content
using visuals, models, and
graphic organizers. 4/2024
I have worked this year
with ELD teachers to
develop tools and
supports for my English
Learner Students,
including adding pictures
and videos to
explanations so they can
access and replay
instructions as needed.
4/2024
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.
Applying
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language 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
Integrating
range of scaffolded support
for language and content for
the range of English learners.
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.
Innovating
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Evidence
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Seeks additional information referral processes and special needs.
on struggling learners and Refers students as needed in follow-up meeting to ensure
advanced learners to a timely and appropriate that students receive Takes leadership at the
determine appropriateness manner supported with support and/or extended site/district and collaborates
for referral. documented data over time, learning that is integrated with resource personnel to
9/15/23, 4/2024 including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I have reviewed the IEPs
and 504 Plans for my
students who have them
this year and
implementing their
accommodations. I am in
contact with them and
their families to best
implement strategies to
help them meet their
goals. With the help of
my English 9 PLC, we
developed tools to help
students such as graphic
organizers, outlines, and
audio books that will help
all students to be
successful. 9/15/23,
4/2024