CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I understand concepts I am definitely very well

and inter-relationships of
concepts and academic
content/language so that
I am able to give
examples and relate it to
situations or scenarios
that can clarify what the
relationship means or an
example of how it
interacts. This allows for
connections to students
because I relate it to real
life, my personal life or
current events. 10/19/18
equipped with making
relevant connections to
standards during
instruction. I also allow
my students to identify
connections that they
have thought of to the
content and I help
elaborate. One of the
connections I recently
made was during our
disease vs. virus lesson in
unit 3. I related the
content we were learning
to a real disease and to a a
real virus. For a virus I
used covid19 as an
example since we are
right in the midst of its
turmoil. The students
found it very relatable
and memorable. It also
helped relieve some of
their anxiety since we
were able to discuss it
scientifically and clear
some common
misconceptions.
5/1/2020

I make connections to the

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

topics I teach during
instruction through
examples, current events,
and relating topics to
their real lives. I give
specific examples or
scenarios that aid student
understanding of
academic language. I also
give them relevant
connections to make to
the academic language so
they can understand and
remember the academic
content being learned.
5/10/19

I make connections to the

topics I teach during
instruction through
examples, current events,
and relating topics to
their real lives. I give
specific examples or
scenarios that aid student
understanding of
academic language. I also
give them relevant
connections to make to
the academic language so
they can understand and
remember the academic
content being learned.
For example, one of my
favorite things to relate to
are movies because that
seems to be ones of the
things that are easiest
way to connect with
students. 12/12/19
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
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.
Applying Integrating
Adapts instruction in Integrates knowledge of
response to knowledge of range of students
student development and development into
proficiencies to meet instructional decisions to
students’ diverse learning ensure student
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic
academic language. language.
Provides explicit teaching Provides explicit teaching
of essential vocabulary, of specific academic
idioms, key words with language, text structures,
multiple meanings, and grammatical, and stylistic
academic language in language features to
ways that engage ensure equitable access
students in accessing to subject matter
subject matter text or understanding for the
learning activities. range of student language
levels and abilities.
I consider my range of
student’s development
into my instruction by
differentiating it as well
as offering clarification
for concepts or
terminology that has
been difficult in the past
or is complex. I clarify by
breaking down the
concepts so students
understand what the
prefix or suffix means as
well as breaking down
complex processes into
smaller simpler steps.
10/19/18
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student 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 provides
equitable access and deep
understanding of subject
matter.
I engage students at all
vocabulary levels during
my live lessons by making
sure to repeat the
definitions of difficult
content language, by
giving an example, and by
relating it to something
they know so it is easier
for them to understand
and remember, I also
provide the powerpoint
that I go over in live
lesson, notes of the live
lesson and a science
journal which is notes for
each unit of the class. This
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

allows for equitable
access and to aid the all
students at different
academic vocabulary
levels. Students also
monitor themselves, set
goals and improve. This is
best shown by the rubrics
that are given to the
students. The rubrics
allow them to monitor
their progress a portfolio,
to set goals for
themselves during the
process and to improve if
needed. Each rubric has a
section for the students to
score themselves and
justify why they scored
themselves that way. This
empowers students to
self-monitor and improve.
5/1/2020

During live lesson I have

all of my students
converse and answer/ask
questions in academic
language. If they cannot
find the appropriate word
I ask for their peer or I
help them find the
appropriate academic
language. My student’s
self-direct goals, monitor
and improve themselves
through rubrics. Rubrics
are for the portfolios and
each rubric has a self-
evaluation portion that
students must fill out
before turning in each
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

portfolio. These rubrics
help students guide and
self-analyze their
portfolios before
submission. There is
equitable access to this
portfolio via live lesson
and my message boards
which can be accessed by
all of my students and
their parents. 5/10/19

I use different levels of

vocabulary to target all of
my students. For example,
when I teach a topic I try
and relate it to my
students in a simpler
manner or to a word they
already know. I even
break down the word for
them and define the
prefix or suffix of the
word. I also remind the
students what each term
means so that when they
are reading a sentence or
listening to a more
complicated sentence
they are able to break it
down. During live lesson I
have all of my students’
converse and answer/ask
questions in academic
language. If they cannot
find the appropriate word
I ask for their peer or I
help them find the
appropriate academic
language. My student’s
self-direct goals, monitor
and improve themselves
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.
understanding of the
subject matter
I put my lessons together
in a way that makes them
flow easily from one
subject/lesson to the next
to maximize student
understanding. The
lessons are also labeled in
such a way that students
know where to begin on a
topic when they go back
to review it or view my
live lessons. 10/19/18
Applying Integrating Innovating
through rubrics. Rubrics
are for the portfolios and
each rubric has a self-
evaluation portion that
students must fill out
before turning in each
portfolio. These rubrics
help students guide and
self-analyze their
portfolios before
submission. There is
equitable access to this
portfolio via live lesson
and my message boards
which can be accessed by
all of my students and
their parents.12/12/19
Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum and student curriculum and resources of curriculum and related
readiness to organize and to organize and adjust resources to flexibly and
adjust the curriculum to instruction within and effectively organize and
ensure student across subject matter to adjust instruction.
understanding. extend student
understanding. Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
I organize each lesson My curriculum is
based on my knowledge organized based on my
of the curriculum and understanding of the
how best I believe my subject matter content.
students will understand This is best shown in the
the content. Each lesson syllabus I provide my
is then uploaded to my students that outlines the
message boards in an units and lessons in each
organized layout to of the units. 5/1/2020
ensure the flow of the
content. Within the I organize each lesson
message boards you can based on my knowledge
see each unit and the of the curriculum and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons and resources how best I believe my
available for those units. students will understand
5/10/19 the content. I utilize
multiple resources such
as videos from the
amoeba sisters that
happen to be my
student’s favorite. Using
these videos I produce a
series of “pop quiz”
questions that use the
visuals in the videos to
question the student’s
retention of the content. I
adjust instruction by
incorporating new ways
of relating the
information to my
students. 12/12/19
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 enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning 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

I use instructional The strategies I use are
strategies such as appropriate to the subject
discussion, informal matter and develop the
assessment, note guides, student’s enthusiasm,
and unit journals. The meta-cognitive abilities,
note guides are notes and and supports the full
vocabulary words on the range of students. An
specific lesson being example of some
covered in live lesson and instructional strategies
are for all students to that I use to develop
access. The unit journals enthusiasm is by showing
are notes on the entire entertaining videos of the
unit and include content content, playing music the
information as well as all students request at the
vocabulary words. The beginning and end of
PowerPoints are also class, and asking students
available for students to questions about their
download from the live lives that can be linked to
lesson. I use strategies the content so they make
such as small group that connection.
question pods and pop 5/1/2020
quizzes for all in live
lesson to ensure they are I use extensive
engaged and instructional strategies to
understanding content. develop my student’s
10/19/18 higher order of thinking.
These strategies include
powerpoints, videos,
discussions, portfolios,
quizzes, quick checks,
phone calls, and tests. I
also have unit journals
(unit notes), lesson notes,
and study guides
available during every
live lesson and on my
message boards to make
sure they are readily
available to each of my
students. 5/10/19

I use extensive
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

instructional strategies to
develop my student’s
higher order of thinking.
These strategies include
powerpoints, videos,
discussions, portfolios,
quizzes, quick checks,
phone calls, and tests. I
also have unit journals
(unit notes), lesson notes,
and study guides
available during every
live lesson and on my
message boards to make
sure they are readily
available to each of my
students. I challenge my
students when they show
mastery by incorporating
high level of thinking
questions to my lessons
as well as extending
portfolios. 12/12/19
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
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student 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 support.
individual needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I guide students to my
message boards where
students can download or
print portfolios, note
guides, study guides,
watch all recorded live
lessons, and unit journals.
My message boards are
available to all students.
10/19/18
Integrating Innovating
I use resources provided The resources that I have
and authorized by the are available to all of my
school and use students in one place
technologies such as live called my message board.
lesson, PowerPoints, This allows students to
virtual white boards, identify and adapt the
questions pods, and chat resources, technologies
pods. I also converse with and instructional
my students over the materials to aid their
phone and through critical thinking of subject
webmail where I can matter. Some of the
attach important resources I have available
documents. 10/19/18 are my PowerPoints for
each lesson, my recorded
live lessons, note guides,
science journals, study
guides, and portfolios.
Depending on what the
student needs during the
semester is what they will
click on in my message
board. 5/1/2020
I engage my students in
resources, technologies
and instructional material
through my message
boards. Live lessons and
phone conversations. On
my message boards I have
resources for each lesson
of each unit in the
curriculum. There are
also links to my live
lessons which often have
visuals and videos to aid
students understanding
of the content. I often
have phone conversations
with my students each
week that discuss what
they are currently
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

working on, where to find
resources for it, how they
can help, and to clarify or
discuss the content. I also
use my office hours to
extend my students
critical thinking of the
subject. 5/10/19 & In
addition to what was
already stated previously
I also extend portfolios so
that students can
demonstrate mastery of
the subject through
experimentation and
problem solving.
12/12/19
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. 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. 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
I scaffold instruction
especially when leading
up to a portfolio. We
learn the topic, talk about
how it can be applied or
stories related to the
topic and why it is
important and then we
apply the topic in an
experiment done in live
lesson or by students on
their own time. This leads
up to students completing
a portfolio using all this
information they just
learned and can apply
through the ananlysis
questions of a portfolio
based on an
experiment/lab/activity
from the portfolio.
10/19/18
Innovating
I engage my English
Learners in assessing
their progress and
development in meeting
the content standards and
I support them in
monitoring content goals.
I do check ins at least
once a month with my
English Learners to
assess their progress and
monitoring of their
development. One of the
ways that I do this is by
reviewing their fill in note
guides. These are note
guides of each lesson that
has blank spots
throughout the ntoes for
the students to fill in
themselves. How well
they complete them is
how they are able to
monitor their progress
and development.
5/1/2020
I am flexible in the design
and adjustment of
scaffolds based on the
ELL’s proficiency levels. I
demonstrate this by
assessing my ELL’s
proficiency level and then
allowing them to use a
modified portfolio to
complete and turn in. The
modified portfolios are
adjusted based on the
needs of my ELL students’
knowledge, skills and
proficiency level.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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.
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
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.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
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.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
Innovating
5/10/19
I am flexible in the design
and adjustment of
scaffolds based on the
ELL’s proficiency levels. I
demonstrate this by
assessing my ELL’s
proficiency level and then
allowing them to use a
modified portfolio to
complete and turn in. The
modified portfolios are
adjusted based on the
needs of my ELL students’
knowledge, skills and
proficiency level.
I also demonstrate this by
always providing notes
not just for my lessons
but for the entire units
that we cover. 12/12/19
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
ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
for referral.
I hold progress
monitoring meetings with
all the students’ teachers
and counselors as well as
care takers so discuss
how we can better
support the student so
they can achieve
academic success. We
discuss how to alter the
learning plans and meet
the goals for the student
so they can better
understand their class’s
content and meet their
educational goals set by
the school. 10/19/18
I seek additional
information through
conversing with the
student’s teachers and
counselors on how to
appropriately handle the
student’s situation. I also
speak with a supervisor if
needed on how to handle
a student’s unique
situation. 10/19/18
Applying
including interventions tried
previous to referral.
Integrating Innovating
into the core curriculum. effective implementations of
referral processes.
I accommodate my In order to optimize
special needs students by success for the full range
addressing what support of students with special
they need on an needs there needs to be a
individual basis. Some constant level of
need extensions to communication. The
deadlines on tests, others 504/IEP case manager,
on portfolios and other the student’s counselor,
homework assignments. the parents and I all guide
Some also need modified and support the full range
portfolios. These of needs for that student.
modified portfolios and This is done case by case
adjusted to each special and all staff
needs student for their communicates via one
specific accommodation. I document that is updated
also have some of my with anything from the
special needs students caretaker that has been
meet me in live lesson shared with us. The class
during my office hours so lessons/assessments are
we can further review or then modified based on
clarify content. 5/10/19 the needs of that student.
That student also has
equitable access to the
content through the
physical and online text
book and through all of
the resources I provide on
my message boards. If
anything has been
modified for the student
it gets sent directly to
them and their caretakers
through webmail. One
example of a modified
assignment is the
modified portfolios that
are adjusted based on
that student’s needs.
5/1/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I support the full range of
students by making all of
my resource equitable
access through my
message boards and live
lessons as well as my
weekly webmails. I also
give more detailed
webmails to students who
need the font larger and
the directions more
simply and shorter. I
actively engage the
students when necessary
because some have too
much anxiety to be able to
engage in an open chat
pod in live lesson. So I
encourage them to create
a individual chat with me
that other students
cannot see. This allows
them to remain
confidential with other
students and only
converse with me during
live lesson. 12/12/19