CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of
knowledge of subject subject matter and the relationship between inter-relationships of
matter, related academic academic language to essential subject matter concepts, academic
language, and academic identify connections concepts, academic content standards, and
3.1 Demonstrating content standards. between academic content language, and academic academic language in
knowledge of subject standards and instruction. content standards. ways that ensure clear
matter academic connections and relevance
content standards to students.7/14/23
I regularly try to make
connections to pop
culture, previous units and
lessons, and other classes
as well. I also incorporate
current political and social
issues when we discuss
the importance of art or
the meaning of pieces. We
talk about art and the
economy or art about war
or everyday events.
We make connections on
how students can apply
skills learned in my class
to their lives beyond
school.
I am also constantly
learning and adapting the
ways my subject matter
connects to standards
based on student needs
and current
events.7/14/23
Innovating
Uses extensive knowledge
of subject matter
concepts, current issues,
academic language, and
research to make relevant
connections to standards
during instruction and
extend student
learning.11/1/23
5/1/24
We have had class
discussions about the
writers and other strikes
within the film industry
and how that impacts
California. I have kept up
to date on that. I am also
always trying to find new
artists to show to
students.
I have been continuing to
find technology resources
for my students. 11/1/23
My concentration was in
ceramics and now I am
able to demonstrate my
expertise in that area. I am
also able to connect to all
the standards by relating
them to the Studio Habits
of Mind which focuses
more on the artistic
process. 5/1/24
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.7/14/2311/1/2
35/1/24
I support student learning
by connecting content to
the students’ prior
experiences and learned
content.7/14/23
Students are taught art
vocabulary and other
academic vocabulary
which helps in analyzing
and creating art
throughout the entire
school year. We take notes,
draw pictures, and play
games to learn and review.
I also try to connect to
other content areas to
Integrating
Integrates knowledge of a
range of students'
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language. 11/1/235/1/24
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access to
subject matter
understanding for the
range of student language
levels and abilities.
I adapt lessons based on
students' proficiencies and
prior knowledge. I try to
incorporate class wide
strengths into my
expectations. 11/1/23
I integrate knowledge of
my students’ development
but I do want to focus
more on academic
language based on their
proficiencies. 5/1/24
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject matter
including related
academic language.
Engages students at all
levels of vocabulary,
academic language, and
proficiencies in
self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provide
equitable access and deep
understanding of subject
matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

appeal to student interests
and strengths. 7/14/23
We have play/experiment
times with new materials
which can serve as a
pre-assessment to gauge
students’ previous
knowledge and
skills.7/14/23
I need to be more
consistent with
vocabulary and keep
referencing it throughout
the entire semester.
11/1/23
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.5/1/24 extend student
facilitate student
matter. understanding.7/14/23 Ensures student
understanding of the
11/1/23 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I feel that I did worse this
semester. I really have
struggled to find the
groove in scaffolding and
building on foundational
skills. 5/1/24
Integrating Innovating
It is incredibly important
to scaffold art lessons and
relate to previously
learned ideas and skills. I
know many students will
not need to know how to
draw and I make sure
students are aware that I
care more about the
patience, persistence,
self-discipline, etc. that
they learn.7/14/23
Projects are usually
scaffolded with practices
and learning technique
first and then students
create a finished project
built on those
skills.7/14/23
I need to restructure my
overall pacing plan so each
unit can help to build
more organized.7/14/23 I
Still want to focus on this.
11/1/23
I can adjust on my lessons
and units, but I need to
still think more
proactively about the
direction after that
readjustment. I knew a
project wasn’t working for
art 1, but I didn’t quite
know where I wanted to
go after pivoting.11/1/23
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
strategies that are additional instructional variety of instructional strategies appropriate to
provided in the strategies in single lessons strategies to ensure subject matter to meet
curriculum. or sequence of lessons to student understanding of students’ diverse learning,
3.4 Utilizing
increase student academic language to ensure student
instructional
understanding of academic appropriate to subject understanding of
strategies that are
language appropriate to matter and that addresses academic language, and
appropriate to the
subject matter. students’ diverse learning guide students in
subject matter
needs. understanding
connections within and
across subject
matter.7/14/2311/1/23
I incorporate as much
STEAM ideas, concepts,
procedures, and more into
my classroom as well as
reading and writing.
Students can have choices
between types of projects
sometimes - 3D designing
on the computer using
more math skills,
measurements, geometry,
etc. vs creating a
performance art piece
with music and splatter
paint. 7/14/23
Uses an extensive
repertoire of instructional
strategies to develop
enthusiasm,
meta-cognitive abilities,
and support and challenge
the full range of students
towards a deep
knowledge of subject
matter.5/1/24
My classroom is project
based, so that helps to
develop enthusiasm and
other abilities. Student
learning in my class is
inquiry based and focuses
on problem solving. I add
in additional resources
and supports as needed
throughout the projects as
well. 5/1/24

Above is still relevant. I

also incorporate visual,
kinesthetic, vocal, and
more strategies. I have
been better about
recording certain demos
or steps in projects for
students.
11/1/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.7/14/235/1/24
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that students 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
individual needs. support.7/14/235/1/24
I am constantly learning
about new technology
with students and
teaching them new
technology. I have
students that explore new
programs on the iPads
that I might not know how
to use. Every student in
my Digital Media Art
Classroom can check out
an iPad to take home.
Students all have
Chromebooks and
chargers. We have extras
in classrooms for when
they forget or theirs are
broken.
If we don’t have
Chromebooks or a student
cannot use the technology,
they can complete work
on paper or we can set up
another option if
necessary. I acknowledge
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

there are 100 ways to end
up at the same
goal/standards7/14/23
Students also have the
option to come to tutoring
with me on certain days,
work with other tutors, or
work with the after school
program.7/14/23
The same as before.
I also have been getting
better at being more
aware of IEP and 504
accommodations when
lesson planning. 11/1/23
I have been involved in
more IEP and 504
meetings which has
helped me to understand
how to better
accommodate all students
and make my lessons
more accessible. 5/1/24
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
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language support English learners.
learners and student development.7/14/23
with special needs to Provides adapted materials 11/1/23 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.7/14/2311/1/23 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 Applying Integrating Innovating

I could build better I provide a lot of visuals,
relationships with models, graphic
students’ support systems organizers,etc. I also try to
(family, other teachers, incorporate various
etc.). to learn the best ways reading, writing, and
to provide the optimal speaking levels of
learning opportunities and activities in my
environment.7/14/23 lessons.7/14/23 11/1/23

I rely on our ELD teachers I did not have any known

and SPED teacher for
advice and am constantly
wanting to learn how best
to support all students.
7/14/23
I would like to be better
about keeping high
expectations of my SPED
and EL students.7/14/23
English learners this
semester so I feel that I
was not able to reflect on
my own effectiveness. I do
want to be better
organized, have common
vocab and new vocab
posted with Spanish
translation for the words.
5/1/24

I did not have almost any

known English Learners in
my classes this year. There
is one student we are
unsure about. He is very
quiet and does seem to
understand when spoken
too, but likes to translate
writing. He will
communicate with Google
translate, but has not taken
the ELPAC. There is
confusion between him not
understanding and him
choosing not to follow
instructions. He is failing
all of his classes and i
would like to learn more
about him and his level of
English Language 11/1/23
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.
Attends required meeting
3.6 Addressing the with resource personnel and
families.
needs of English
learners and student
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
determine appropriateness
for referral.
Applying
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.7/14/23
Communicates regularly with
resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in accessing
appropriate
content.7/14/23
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to
referral.7/14/2311/1/23
I try to structure my entire
classroom to be open and
student-centered as much
as possible. I know that a
lot of accommodations for
specific students can
benefit all students and try
to incorporate some into
my classwide teaching.
7/14/23
I am in contact with our
school counselor, admin,
and the SPED team about
students and refer as
needed, but I need to
follow through to ensure
that students receive the
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with special
needs to ensure adequate
support and
challenge.11/1/23
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
11/1/235/1/24
Initiates and monitors
referral processes and
follow-up meetings to ensure
that students receive support
and/or extended learning
that is integrated into the
core curriculum.
I have been incorporating
accommodations and
adaptations into all of my
lessons regardless of
whether or not I have any
students with known
special needs. 11/1/23
I have been more in
contact with our SPED
teacher this semester but
would like to be more in
contact with families. I
have been in more
meetings for IEPs and 504
plans this semester as
well. 11/1/23
I did not grow much with
my communication
Innovating
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.5/1/24
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
effective implementations of
referral processes.
There are students that
have certain
accommodations but have
shown me they can do
certain things. I have
asked a few students what
amount of work they want
to do. An example is a
student who had reduced
assignments, but wanted
to do the full art analysis
worksheets we were
doing, because he was
good at them. I often ask
students to reflect and tell
me what they need.
5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

support they andww collaboration. I
need.7/14/23 would like to do more.
I ask for help a lot from 5/1/24
out teachers and
clarification. This has
helped me understanding
the needs of more
students and one
specifically getting a
referral that was much
needed. 11/1/23