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 of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 7/17/22 connections and connections to standards
relevance to students. during instruction and
extend student learning.

I can identify prerequisite

skills for content and
learning goals. I
understand how
individual lessons, lesson
segments, units, and
course fit into the
broader scope of
mathematics. I sometimes
watch how other teachers
teach the subject matter,
look up lesson plans and
activities other teachers
have created, and
research specific topics,
and then apply what I
have learned in the
classroom. I reread
California’s math
standards each year to
ensure I am using
appropriate academic
language. 7/17/22
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
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. 7/17/22 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 students in using analysis
students in accessing to 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
7/17/22 levels and abilities. matter.
The notes contain Many of my students are
essential vocabulary, still developing their
highlighted key executive functioning
words/phrases, and skills. To help support
academic language. The these students, I make
notes have a cover sheet sure that class routines,
that has all of the instructional materials,
essential vocabulary, homework assignments,
learning objectives, and and activities are as
due dates for assignments consistent as possible. I
for that unit. Each lesson also meet with The
has a header that states Learning Center to get a
the learning objective, better idea of how they
essential vocabulary, and are already supporting
a place to record the due the student, and come up
dates for any with a plan to best
assignments. All of the support the student. I
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

vocabulary, lesson frequently check for
objectives, etc., are student understanding of
explicitly stated out loud procedures and concepts
to the class. During a during the lesson.
lesson, if I say it then I Students complete a
write it, and if I write it warm-up that is
then I say it. Multiple connected to the previous
methods of approaching a lesson and/or a
problem are taught when prerequisite skill they
appropriate. 7/17/22 will need for the current
lesson. Students complete
a reflection where they
summarize what they
have learned and ask
questions and pose
wonderings. Notes are
designed so that a
student could potentially
read the pages and
understand the content.
Sometimes, there are fill-
in-the-blanks. There are
several example
problems and several
practice problems. There
are challenge problems
and extensions at the end
for students who finish
early. 7/17/22
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding. 7/17/22
understanding of the Ensures student
subject matter comprehension and
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

Each lesson builds upon
the last one and connects
to previously learned
content. We frequently
reference previously
learned content to
scaffold understanding of
new content. Where
appropriate, I will
reference other content
areas (ex: many AP
Calculus AB students
have already taken or are
taking physics and can
use that class as a scaffold
to understanding
calculus). We frequently
discuss how the content
we are learning connects
to other subject areas and
to real life. 7/17/22

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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
7/17/22 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I embed many checks for
understanding into my
instruction to ensure
student understanding.
Activities like
vocab/definition
matches, conceptual card
sorts, virtual learning
environments, etc. are
used frequently. When I
notice a student
struggling to understand
the content, I take note of
how they best learn and
tailor my instruction and
curriculum to better meet
their needs. This can
involve providing a
complete or partial
answer key for notes,
individually meeting with
students to address
educational gaps, and
working with The
Learning Center to come
up with a plan.
Sometimes, students tell
me some of their
challenges with learning
math and how they best
learn math in a “Get To
Know You” survey at the
beginning of the school
year and/or a teacher
they have previously had
can give me some insight,
and I can then proactively
adjust my instruction.
7/17/22
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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. 7/17/22 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. 7/17/22 ongoing links to outside
resources based on resources and support.
individual needs.
I create my own notes for
the students. I consult
The Learning Center as I
develop them further
each school year to
ensure that they are as
accessible as possible to
students. Each notes
packet is one unit. It has a
cover sheet that lists all
important vocab, the
topics we will cover, due
dates for assignments,
and the learning goals of
the unit. Each lesson
within the packet has
similar information in the
header. The notes have
fill in the blanks, QR
codes that link to videos
of other teachers teaching
the same/similar
problems. A notes key is
published in advance of
each unit/lesson. When
needed, students are
provided with
accommodations such as
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

access to a computer to
type, calculators, reduced
homework, extensions on
assignments, and one on
one meetings. I frequently
consult with The
Learning Center about
individual students and
the whole class to ensure
that my materials and
instruction meet my
students’ needs. I
frequently encourage
students to try Googling
their question, and will
help them do this so that
they can develop their
research skills for the
future. 7/17/22
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
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 7/17/22
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
provide equitable
using visuals, models, and standards-based instruction for language and content for based on English learners’
access to the content graphic organizers. the range of English proficiencies, knowledge,
using literacy strategies,
SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
7/17/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I do not have ELLs in my
classes currently. I have
students who speak a
different first language in
addition to English. Most
speak English and
another language at
home. At the beginning of
the school year, I ask
students what languages
they speak, and how
fluent they are. I also
meet their families during
conferences, and this
often gives me a better
idea of language at home.
Typically, I do not need to
make any adjustments to
curriculum for these
students, but many of the
adjustments I would
make benefit other
students, so I often make
them anyways. These
adjustments include
creating a cover sheet
with essential vocab,
providing sentence
starters, providing plenty
of time for small group
discussion and classwork,
ensuring that students
read, write, and hear
vocab words, and
providing multiple
methods of
demonstrating
understanding. 7/17/22
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.
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,
including interventions tried
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 7/17/22
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
into the core curriculum.
I regularly review
disaggregated academic
student data to ensure
that students with
accommodations and
diagnoses are performing
at the same level as their
peers, and adjust my
instruction accordingly. I
provide students with
multiple methods for
demonstrating their
understanding of the
content. Students’
accommodations are
always available to them.
I provide multiple modes
of learning to students. If
I say it, I write it down
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.
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. 7/17/22
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes. 7/17/22
I collaborate frequently
with The Learning Center.
We come up with plan for
individual students, for
my instruction, and for
the whole class. These
collaborations usually
result in further
development of the
curriculum, strategies
that I can apply in the
classroom and/or with
specific students, and
information about
students’ social-
emotional development
to help me better
understand and connect
with the student.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and vice versa. The Sometimes, I will meet
content is also usually with individual students
written in the notes. to discuss how to best
Notes keys are available support them. I also give
in advance of the lesson. students a “Get To Know
7/17/22 You” survey at the
beginning of the school
year, and I ask them how
they best learn math. If I
suspect a student may
need accommodations or
a diagnosis, I let The
Learning Center know.
7/17/22