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
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and
knowledge of subject
content standards. between academic language, and academic academic language in
matter academic
content standards and content standards. ways that ensure clear
content standards
instruction. connections and
relevance to students.
I apply my broad
knowledge of history,
including details and
anecdotes of events to
garner interest, help
students build knowledge,
and make connections to
present day events. I
connect knowledge of the
content standards to
scaffold the content and
relevancy of the material.
I try to make my students
aware of current events
and connect those stories
to what we are learning to
help them see the
relationship between the
past and present. I further
their understanding of the
content and relevance to
their lives by making
comparisons as often as I
can. These comparisons
can range from previous
events we already studied
to pop culture references
so my students have
something familiar to
relate history to.
(9/18/2020)
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.
I continue my own
research through reading,
podcasts, and
documentaries; I keep up
to date with current
events/news AND
spreading that info with
students. I often use
current events I learn and
find interesting/relevant
as warm ups or to
supplement content
knowledge by relating
content with current
events. I use videos and
articles about ideas
related to content or
current events in lessons.
This provides students
with real-world, critical
thinking media
consumption skills.
(12/10/21)
I related my human
rights unit to current
events around the
world and asked my
students to interact
directly with these
individuals. My
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I continue to draw upon students completed
my knowledge, standards, a project where they
and current events to
provide my students with
wrote letters to
high quality education. I individuals around
am within 15 years of my the world who's
students age which allows human rights have
me to maintain some been infringed upon.
same interests as my
students that allows me to
These individuals are
make references and about my students'
connections with content ages, from 15-22. This
in addition to inter- made their plights so
content connections. I much more relevant
also try to constantly
expand my knowledge of
to my students.
history mainly through (4/28/22)
books and podcasts to
provide my students with
rich stories and lessons.
(5/1/21).
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 Innovating
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 matter
needs. Ensures understanding of the 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 self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access to students in using analysis
students in accessing subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
I utilize formative I make sure the rigor of The Human Needs
assessment data I collect my lessons are Photo Journal from
from student work and appropriate for my
from what I observe to students depending on
my human rights unit
gauge my students’ the group. I also ensure requires students to
academic ability. I then that students who stand practice content-
allow that to guide my out amongst the rest of specific language,
lesson planning. Reading their classmates are met critical thinking &
level, ability to work with appropriate levels of
independently are part of critical thinking and task
reflection, and
my assessment and guide practice whether they are analysis. Student get
my planning. I ensure advanced learners, ELs, or to reflect on their
students understand SSNs (5/1/21). lives and consider the
subject matter through human rights they
constant formative
assessment, small and I make sure the rigor of
enjoy and value the
large group discussion, my lessons are most while including
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and debrief after appropriate for my photos they have that
asynchronous work. At students depending on represent the values
the start of each unit I the group. I also ensure
always take time to have that students who stand
they are writing
my students work with out amongst the rest of about. (4/28/22) 
and learn content their classmates are met
vocabulary that we will with appropriate levels of
then use throughout the critical thinking through
rest of the unit. We then thorough scaffolding is
continue to use that mindful so as to not leave
vocabulary in context as anyone behind especially
we read, study, and when it comes to content
discuss the topics as a specific or advanced
way of their mastery of vocabulary. (12/10/21)
the vocabulary and
language. (9/18/2020)

In order to make sure all

students are on the same
page, I introduce key
vocabulary at the
beginning of each unit
and integrate it
throughout the rest of the
unit. We work with it in
many ways and apply it to
modern examples.
(5/1/21).
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. extend student
facilitate student
matter. 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
Having my curriculum
planned for just about the
entire year allows me to
know exactly what I want
do and cover in the
coming weeks. This in
turn allows me to adjust
my plans if needed such
as making room to
reteach, speed up my
lessons, or remove an
activity that I think my
students may not get
value from. This also
allows for the class to
take extra time for things
like projects or really
great discussions that last
longer than expected.
(9/18/2020)
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
3.4 Utilizing curriculum. lessons or sequence of student understanding of
instructional lessons to increase academic language
strategies that are student understanding of appropriate to subject
appropriate to the academic language matter and that
subject matter appropriate to subject addresses students’
matter. diverse learning needs.
Integrating Innovating
I have begun to expand In order to help my
my knowledge of PBL, students better
new thinking routines,
and cross-curricular
understand what's at
planning. I have executed stake when human
many new and engaging rights are taken away,
projects and thinking I pivoted and decided
routines this year as well we should watch a
as planned 3 cross-
curricular lessons with
documentary. We
Math, Health, and Logic watch and discussed
(my subject is History). the documentary "Th
e White
Helmets" which my
I am continuing to grow in
PBL and cross-curricular
students really
lessons. My school resonated with and
provided me and several they developed more
colleagues the empathy for victims
opportunity to grow in of human rights
PBL by enrolling us in
crimes in general.
High Tech High’s PBL
year-long program. I am 4/28/22 
building a 3-subject
collaborative PLB project
revolving around my
class, economics. I am
partnering with personal
finance and philosophy.
(12/10/21)
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm, meta-
to ensure student cognitive abilities, and
understanding of support and challenge the
academic language, and full range of student
guide student in towards a deep knowledge
understanding of subject matter.
connections within and
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I pick and choose I have expanded my
instructional strategies arsenal of thinking
and thinking routines routines, lessons, and
that I believe my students assessments. I have
would best help them moved towards an all
understand the constant project based learning
and vocabulary. These model which has granted
strategies may depend on me much freedom and
how makes up each class creativity in my
and the content we are assessments as well as
covering on a particular allows students an
day. (9/18/2020) opportunity to choose
their mode of assessment.
I have also grown in
creating structured in
class discussions and
reflection questions for
students to respond to so
they not only practice
critical thinking skills but
also are given an
opportunity to allow their
thoughts and opinions to
be molded by what they
learn about and discuss in
class (5/1/21).
Thinking routines, I have
become better at PBL,
mainly through the HTH
training. I strive to
integrate student choice
in assignment completion
(together/independently),
project choice, rubric
collaboration and
feedback I continue to
grow in building mindful
unit progression: vocab,
group work, thinking
routines, critical thinking,
research, and developing
students’ own educated
conclusions. (12/10/21)
I utilize "close reads"
to make reading a text
more engaging while
building vocabulary
and critical
thinking/analysis
skills. These close
reads involve defining
key vocab terms,
responding to
analysis questions,
and discussions.
(4/28/22)

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 critical
make subject matter Explores how to make reflect the diversity of the students. thinking about subject
accessible to all Identifies technological technological resources classroom and support matter.
students resource needs. available to all students. 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
For every lesson, I strive
to have adapted
resources for my students
in need. This may include
EL students, students at a
different reading level
than the rest of the class,
or advanced students
who need a challenge. I
may use translated
materials or translation
tools, websites that
provide reading material
at different reading
levels, adjusted
assignments/projects, or
providing options to
complete
assignments/projects.
(9/18/2020)
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
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying
and online subject matter
resources based on
individual needs.
I have adapted resources
prepared for each lesson
including translated
copies my our EL
students new to the
country (5) and modified
assignments for SSNs. In
addition, my students this
year have had a wide
range of practice using
different resources
including primary source
documents, second hand
analyses, podcasts,
videos/footage. My
students have used
resource and created
work in these formats
(5/1/21).
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
Integrating
support.
I utilize varied resources
which I utilize in direct
instruction and activities.
I make sure to have
materials translated or of
adjusted reading level
using tools like NewsELA
for students who are ELs
or SSNs.
I have incorporated
outside resources for my
classes to deepen
understanding the
content and expand their
thinking including guest
speakers in local
government and
marketing. These
speakers have increased
student buy-in in these
moments which
translated into better
projects. (12/10/21)
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
Innovating
ongoing links to outside
resources and support.
An example of making
resources and
technologies
accessible while
providing links to
outside resources is
my US History
socratic seminar. I
provide many
supports and
resources including a
teacher feedback
window, links, open-
ended questions, and
many
opportunities an
guidelines to
participate during the
actual
seminar. (4/28/22)
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds based
on English learners’
proficiencies, knowledge, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

English language skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I seek out additional As I have gotten to know I have worked closely
information about my my students over the with the Spanish
students who are EL or year, I have been able to
special needs including identify strengths and
teacher to develop
accommodations and weaknesses in their translate materials
language testing levels. I learning capabilities for my ELs. I also
then use this information depending on their allow my ELs to
to inform my approach to mastery of their second submit work in
provide supported or language. I modify,
alternative assignments translate, or pair students
Spanish as I
or resources when depending on what they understand some
needed. With ELs and need in order to Spanish and can read
SSNs in my classes, I understand the content their submitted work.
modify my lessons to and language/vocabulary This is an example of
include more visuals and we use in my class
auditory information . (5/1/21).
a translated
This helps the whole assignment I used to
group better understand support my ELs. 
the content, not just my I have continued to (4/28/22)
ELs and SNNs. In addition develop in supporting my
to frequent formative SSN and EL students by
assessments, I meeting their needs
periodically check in with before they have to ask
the EL coordinator or me for supports. I have
Spanish teacher who been working closely
would have great insight with our new EL
to how my ELs are specialist this year which
performing. (9/18/2020) has helped me stay on top
of providing adjusted or
While I am still learning translating materials
how to best support my when needed. We have
ELs, I do provide also supported our most
translated assignments severe EL students with
and resources for them to tutoring time and
use along with the rest of allowing work to be
their classmates turned in in Spanish.
(5/1/21). (12/10/21)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning