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 discuss current topics
and emerging issues to
relate knowledge to
instruction/activities. I
identify prior knowledge
that can be utilized and
skills required for specific
learning goals
(formative), and also aim
for students to be
well-prepared for more
complex concepts.
Additionally, I draw upon
my subject matter
expertise to contextualize
each lesson within the
Evidence
broader scope of
biology/life science (I
need to focus on making
this digestible at various
levels), helping students
visualize the content they
are learning. My choice of
instructional strategies
align with pedagogical
research, and my use of
curricular materials that
meet the academic
content standards for
science education (NGSS).
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive knowledge
the relationship between inter-relationships of of subject matter
essential subject matter concepts, academic concepts, current issues,
concepts, academic content standards, and academic language, and
language, and academic academic language in research to make relevant
content standards. ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
I continue to expand upon
foundational subject
matter knowledge
(research, review, and
study) and related
academic language
(expanding upon
accessibility) but also
make connections to
these concepts and how
they align with and
address academic content
standards. I consistently
examine and analyze
subject matter concepts
to identify meaningful
connections between
instructional content and
academic standards,
ensuring that my teaching
strategies effectively
address the requirements
and expectations outlined
in the standards.
Additionally, I iterate and
build upon accessible
explanations of these
connections to students,
to foster their
understanding of how the
content they are learning
relates to broader
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
3.2 Applying vocabulary following
knowledge of student curriculum guidelines.
development and
proficiencies to
ensure student
understanding of
subject matter
I align instructional
strategies with NGSS
guidelines, making
adaptations for students. I
make efforts to connect
NGSS mastery across the
3 dimensions (SEP, DCI,
CCC), utilizing the
Evidence
dimensions to scaffold
understanding of concept
before formal
introduction of specific
content vocabulary
(“healing” as a process vs
cellular replication, etc.).
During classroom
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential content
vocabulary and associated
academic 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.
9/15/23
Applying Integrating Innovating
academic standards and
objectives. April ‘24
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
idioms, key words with language, text structures, self-directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage students ensure equitable access to students in using analysis
in accessing subject subject matter strategies that provides
matter text or learning understanding for the equitable access and deep
activities. range of student language understanding of subject
levels and abilities. matter.
I seek to go beyond basic
awareness of student
stages of development to
tailor instruction to meet
the diverse learning needs
of students. By leveraging
my understanding of
student development, I
adapt instruction in
response to individual
student proficiencies,
ensuring that all students
can access and engage
with the subject matter
effectively. Moreover, I
provide explicit teaching
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
observations, I support of essential vocabulary
student learning by and academic language,
connecting content to employing strategies that
prior experiences, using actively engage students
NGSS-appropriate in accessing and
instructional materials, comprehending subject
and employing matter text or learning
NGSS-aligned entry-level activities. These efforts
assessments (further are to foster a supportive
revisions and growth . learning environment
where students can
confidently navigate
subject-specific
vocabulary and academic
language to ultimately
deepen their
understanding and
capacity to navigate
increasingly complex
questions and utilize
higher order skills
(Blooms). April ‘24
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources of curriculum and related
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. extend student
facilitate student
matter. 9/15/23 understanding. Ensures student
understanding of the
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 Integrating Innovating
I organize the curriculum I make informed decisions
to promote student about how to structure
understanding of subject and adjust the curriculum.
matter, aligning with the This may involve
Next Generation Science sequencing content in a
Standards (NGSS). The way that aligns with
curriculum is sequenced student learning
to build upon prior trajectories, identifying
instruction and ensure prerequisite knowledge
logical progression of and skills needed for
related concepts upcoming concepts, and
Evidence (storylining). making adjustments to
accommodate learning
needs. By leveraging my
understanding of both
curriculum standards and
student readiness, I create
a learning environment
that supports student
comprehension and
engagement. April ‘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 strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse learning, enthusiasm,
instructional lessons to increase academic language to ensure student meta-cognitive abilities,
strategies that are student understanding of appropriate to subject understanding of and support and
appropriate to the academic language matter and that addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. 9/15/23 needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Effective strategies I select and adapt a
engage students and cater variety of instructional
to their varied levels of strategies that specifically
engagement and target academic language
understanding within the relevant to the subject
NGSS framework. I matter. These strategies
prioritize both depth and are chosen with careful
breadth of understanding, consideration of students'
allowing students to diverse learning needs,
explore NGSS-related ensuring that all learners
content through the lens have access to the content
of an overarching and opportunities for
phenomena. During meaningful engagement
Evidence classroom explorations, (POGIL, Jigsaw, varied
students participate in Kinesthetic, Oral, Written,
instructional/scaffolded etc.). April ‘24
activities, and I
incorporate strategies
that enable me to
routinely assess their
understanding (formative
assessments).

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,
3.5 Using and
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources,
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and
matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned
students. subject matter. Resources matter accessible to understanding and
instructional
Explores how to make reflect the diversity of the students. critical thinking about
materials including
Identifies technological technological resources classroom and support subject matter.
adopted materials, to
resource needs. available to all students. differentiated learning of Assists student with
make subject matter
9/15/23 subject matter. equitable access to Ensures that student are
accessible to all
materials, resources, and able to obtain equitable
students
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I incorporate relevant
pages of the text to
support the current
lesson over allowing it to
guide the pace and
direction of the course.
Furthermore, I plan ways
to extend and deepen the
learning experience for
students who have
already grasped the
concept, aligning with
NGSS standards. I provide
graphic organizers to help
students access and
Evidence comprehend textbook
passages, alternative
online resources (articles)
and various multimedia
(documentary clips,
Youtube videos, etc.).
Applying Integrating Innovating
resources based on ongoing links to outside
individual needs. resources and support.
I use available materials
and explored additional
resources and
technologies to make the
subject matter accessible.
Now I select, adapt, and
utilize appropriate
instructional materials
and technologies
specifically tailored to
support concept and skill
development in the
subject matter (Virtual
Labs, Games, Padlet,
Flipgrid). These resources
not only reflect the
diversity of the classroom
but also support
differentiated learning
approaches to
accommodate the needs
of all students.
Additionally, I guide
students in utilizing
available print, electronic,
and online resources
based on their individual
needs, fostering
independence and
enhancing accessibility to
content matter. April ‘24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment data. listening, speaking, content. Differentiates assessed needs into and in meeting content
reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
3.6 Addressing the learners’ performance to development to support content goals.
needs of English identify gaps in English English learners.
learners and student Provides adapted language development. Develops and adapts
with special needs to materials to help English Creates and implements instruction to provide a Is resourceful and flexible
provide equitable learners access content. Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content content using visuals, standards-based support for language and and elimination of
models, and graphic instruction using literacy content for the range of scaffolds based on English
organizers. 9/15/23 strategies, SDAIE, and English learners. learners’ proficiencies,
content level English knowledge, and skills in
language development in the content.
order for students to
improve language
proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I use various instructional
strategies to meet the
needs of English learners
and students with special
needs. The aim is to allow
equitable access to
content. I provide
language support with
sentence prompts for
English learners and
arrange seating to
accommodate various
Evidence learning opportunities
(pair/group discussion).
Additionally, I integrate
ELD, SDAIE, and academic
language components into
lessons, embedding
language development
within content
instruction.
Has an awareness of the Seeks additional
full range of students information on the full
identified with special range of students
needs through data identified with special
provided by the school. needs to address
challenges or supports in
3.6 Addressing the
single lessons or sequence
needs of English
of lessons.
learners and student
with special needs to
Attends required meeting
provide equitable
with resource personnel Cooperates with resource
access to the content
and families. personnel,
para-educators, and
families during meetings
and activities in support
of learning plans and
goals.
Applying Integrating Innovating
I use various instructional
strategies and provided
adapted materials to
support English learners.
I sought additional
information on language
proficiencies and
attempted to scaffold
content using visuals and
graphic organizers
(guided notes, sentence
frames, etc.). I identify
language proficiencies
and learner strengths,
differentiating instruction
using components of
English language
development. I create and
implement scaffolds using
literacy strategies and
content-level language
development, fostering
both language proficiency
and content
understanding. April ‘24
Utilizes information on Integrates Guides and support the
the full range of students accommodations, full range of student with
identified with special adaptations, and special needs to actively
needs to assess strengths extensions to instruction engage in the assessment
and competencies to for the full range of and monitor their own
provide appropriate students with special strengths, learning needs,
challenge and needs to ensure adequate and achievement in
accommodations in support and challenge. accessing content.
instruction.
Communicates and Communicates and
Communicates regularly collaborates with collaborates with
with resource personnel, colleagues, support staff, resource personnel,
para-educators, and and families to ensure para-educators, families,
families to ensure that consistent instruction. leadership, and students
student services are Supports families in in creating a coordinated
provided and progress is positive engagement with program to optimize
school. success of the full range
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
made in accessing of students with special
Learns about referral appropriate content. Initiates and monitors needs.
processes for students referral processes and
with special needs. Refers students as needed follow-up meeting to Takes leadership at the
9/15/23 Seeks additional in a timely and ensure that students site/district and
information on struggling appropriate manner receive support and/or collaborates with
learners and advanced supported with extended learning that is resource personnel to
learners to determine documented data over integrated into the core ensure the smooth and
appropriateness for time, including curriculum. effective implementations
referral. interventions tried of referral processes.
previous to referral.
I plan accommodations Initially, I only planned
tailored to students with accommodations tailored
special needs (social, to students with special
emotional, needs and attended
developmental, etc.). required meetings with
Some examples include resource personnel and
alternative families. Now I seek
communication options, additional information on
extended time, and the full range of students
supporting materials and identified with special
equipment in the needs to better address
classroom. challenges or provide
appropriate supports. I
also cooperate with
resource personnel,
Evidence
counselors, and families
to support learning plans
and goals, recognizing the
importance of
collaborative efforts in
meeting the diverse needs
of students. Additionally, I
seek additional
information on struggling
learners and advanced
learners to determine the
appropriateness for
referral, ensuring that all
students receive the
necessary support and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
interventions to succeed
academically. April ‘24