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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. connections and connections to standards
content standards
relevance to students. during instruction and
(7/14/22) extend student learning.
(12/5/22)

Tying concepts from A standards pacing guide

another discipline or real- is used to ensure that all
world is something I objectives and standards
strive to do with each are met. (12/5/22)
lesson, including using
academic language
regularly so students get
used to hearing it and
using it in their everyday
vocabulary. (7/14/22)
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. Engages student at all
(12/5/22) levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter. (4/1/23)
(12/5/22)
Due to differing levels of Using analytical
language development reports from
and comprehension, I
tend to use explicit
programs like IXL
teaching more in a whole- allows for Teacher to
group setting before gauge where
breaking out into smaller students are, what
activities or group work standards need to be
where I can intervene
based on individual
addressed, and how
learner needs. (12/5/22) to better support
learning. (4/1/23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. (12/5/22) understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
As we tackle various After learning about
concepts, pacing and area and perimeter,
activities do get adjusted
based on consistent,
students create a
informal assessments "Gold Mining Town
that check for student Map" using their
understanding. understand of both
(12/5/22) concepts. (4/1/23)

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
(12/5/22)
When discussing topics, I
try to bring in a previous
discussion or concept
from another class, unit,
or lesson to help guide
student understanding
and their ability to draw
connections across the
curriculum. (12/5/22)

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the
Identifies technological technological resources classroom and support
resource needs. available to all students. differentiated learning of
subject matter.
make subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs.
(7/14/22)
The past few years in
education have pushed
for this to be a reality in
my classroom. While I
have always embraced
technology, I feel that I’ve
had to intentionally find
and implement different
tools/apps/resources
that help students of all
abilities. (7/14/22)
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. (12/5/22) ongoing links to outside
resources and support.
Students research
and use a digital
interactive notebook
to better understand
and learn about
California's state
symbols. (12/5/22)

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Provides adapted materials
to help English learners
access content.
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
(7/14/22)
I haven’t had as much
experience directly
intervening with my EL
students as we have an
on-site specialist.
However, I regularly meet
with her regarding my EL
students’ progress and if
adjustments should be
made with upcoming
lessons or content.
(7/14/22)
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
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.
(12/5/22)
Students complete a
Technology & Design
Process Presentation.
They choose a piece of
technology and research
the design process that
was involved in it. They
then create a Google
slides presentation and
give an oral
presentation to the
class. This allows
learners of all abilities to
demonstrate their
learning. All students
are given access to
iPads, Google slides, as
well as rubrics and a
sample to guide them.

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.
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
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
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
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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
Seeks additional information content. Initiates and monitors range of students with
on struggling learners and referral processes and special needs.
advanced learners to Refers students as needed in follow-up meeting to ensure
determine appropriateness a timely and appropriate that students receive Takes leadership at the
for referral. (12/5/22) manner supported with support and/or extended site/district and collaborates
documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
My school doesn’t
provide many additional
services for students with
special needs. I
accommodate as I can,
but I don’t apply as many
intervention strategies as
there are due to a lack of
a special needs
population in my
classroom/school.
(12/5/22)