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
(9/28/17) (5.2.18) extend student learning.
(12.10.18) (5.5.19)

I incorporate the In addition to previous

Common Core Standards,
California State
Standards, and current
practices and research
utilized by teachers in the
classroom. I use them to
guide my instruction by
often backwards
planning. I think about
what my students will
need to know first and
build on from there in
order to master the
standards.
evidence, I remain up to
date on current standards
and research by attending
online and in person
conferences and
connecting with other
professionals through
social media outlets and
blog posts. Sharing ideas
is a beautiful way to
extend student learning.
(5.5.19)

I relate the subject matter

and strategy I’m using
during teaching to
connect with the
student’s learning styles,
interests, cultures, and
needs. Ex: create a song
with motions to learn
their math facts, make a
fidget spinner with sight
words or high level
questions on it, etc.
(9/28/17) (5.2.18)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

(12.10.18)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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
(9/28/17) levels and abilities.
(5.2.18) (12.10.18)
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. (5.5.19)

I use a workshop model I utilize various forms of

I connect lessons to to teach various subjects. information from
student’s background At the beginning of each collecting data at the
knowledge and previous lesson I connect and beginning of the year and
lessons learned. throughout to inform
review previous
how I engage my students
I modify instruction and lessons/topics. I call upon and what goals they are
materials for the various examples to relate to trying to achieve. Each
levels in my classroom. I student backgrounds. student works with me to
frontload my students Often I have a fun develop goals using the
with visuals and question, object, video, or SMART guidelines and
vocabulary words that visual to show students to works towards achieving
they will be seeing and get them excited about them throughout the
learning about. I often school year. Depending
the lesson ahead.
provide a video that upon students’ learning
extends the learning of styles and needs,
the academic vocabulary Before a lesson begins, I activities and instruction
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

as well. (9/28/17) frontload my students are adapted accordingly
with visuals, videos, and to make the learning
new vocabulary. They material accessible and
practice the vocabulary retainable. (5.5.19)
by modeling with their
bodies the definitions and
use them in regular
conversation throughout
the week. (5.2.18)
(12.10.18)

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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. extend student instruction.
curriculum to
matter. understanding.
facilitate student
(9/28/17) Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. (5.2.18)
(12.10.18) (5.5.19)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
I use cross-curricular
units across all subjects. I
especially love to
incorporate literature,
math, and writing with
science and social studies.
I use music and physical
games to engage all types
of learners. I engage the
students in discussions
about current events and
how we can use
knowledge from different
subjects in various
situations. (9/28/17)
Innovating
When planning my
instruction, I use the
curriculum sequences of
programs that we use and
create cross curricular
units incorporating
various subjects and
activities for student
engagement and learning.
I check the California
State Standards and
Common Core standards
and align my teaching
points.
I also incorporate age
appropriate current events
and happenings into my
classroom. I use a
resource called Newsela
and also Scholastic News
Magazines as ways to
connect students to our
world today and the
material we are learning
in the classroom.
Students also utilize
Webquests as a form of
technological research.
(5.2.18) (12.10.18)
(5.5.19)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional student understanding of appropriate to subject student understanding of and support and
strategies that are academic language matter and that academic language, and challenge the full range of
appropriate to the appropriate to subject addresses students’ guide student in student towards a deep
subject matter matter. diverse learning needs. understanding knowledge of subject
(9/28/17) connections within and matter.
across subject
matter.(5.2.18)
(12.10.18) (5.5.19)
Depending upon the
I use multiple strategies subject or activity, I
to teach my lessons. Often differentiate my
I rotate between whole instruction to whole
groups, small groups, and
group, small groups,
one-on-one instruction
while incorporating partners, or one on one
different activities to instruction. I try and use
adhere to all different multiple strategies to
learning styles. teach lessons and provide
(9/28/17) students with choices for
their learning.

Often students will have

opportunities to engage
with the material
physically or watch
something visual through
a video or online
resource. I utilize Smart
Notebook on the
Smartboard as well as my
class set of iPads. They
are allotted choice and
given projects to be
creative and build, write
or draw something that
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

relates to what they’ve
just learned. (5.2.18)
(12.10.18) (5.5.19)

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, to Identifies technological technological resources classroom and support subject matter.
make subject matter resource needs. available to all students. differentiated learning of Assists student with
accessible to all subject matter. equitable access to Ensures those students
students materials, resources, and are able to obtain
Guides students to use technologies. Seeks equitable access to a wide
available print, electronic, outside resources and range of technologies
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. (9/28/17) through ongoing links to
resources based on (5.2.18) outside resources and
individual needs. support. (12.10.18)
(5.5.19)

In addition to previous
When planning sited evidence, I have
instruction, I look at the been researching and
standard that is being adapting projects for
taught and the students with special
strategy/activity that is needs by having them
being used to teach it. utilize iPad apps that help
Depending upon the with handwriting,
needs of my class, I find dictation, auditory
other materials including processing, dyslexia, etc.
digital resources on the (12.10.18) (5.5.19)
iPads, games, and
adaptive worksheets, to
deepen the students
learning of the material.

I follow the sequence of

specific programs that my
school uses and
supplement when
necessary often with
resources from Teachers
Pay Teachers. (9/28/17)
(5.2.18)
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 listening, speaking, content. Differentiates assessed needs into and in meeting content
data. 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 language development. Develops and adapts
with special needs to Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access 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
organizers. strategies, SDAIE, and English learners. English learners’
content level English (9/28/17) (5.2.18) proficiencies, knowledge,
language development in (12.10.18) (5.5.19) and skills 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 Applying Integrating Innovating

I incorporate many SDAIE

strategies in my
instruction. I provide a lot
of front loading with
directions, visuals, and
essential vocabulary to
adhere to ELD in the
classroom.
Accommodations are
made for students who
need to communicate
differently to show their
understanding.
(9/28/17) (5.2.18)
(12.10.18) (5.5.19)

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
3.6 Addressing the
instruction.
needs of English
Attends required meeting Communicates and Communicates and
learners and student
with resource personnel Cooperates with resource Communicates regularly collaborates with collaborates with
with special needs to
and families. personnel, para- with resource personnel, colleagues, support staff, resource personnel, para-
provide equitable
educators, and families para-educators, and and families to ensure educators, families,
access to the content
during meetings and families to ensure that consistent instruction. leadership, and students
activities in support of student services are Supports families in in creating a coordinated
learning plans and goals. provided and progress is positive engagement with program to optimize
made in accessing school. success of the full range
appropriate content. of students with special
Learns about referral Initiates and monitors needs.
processes for students Refers students as needed referral processes and
with special needs. Seeks additional in a timely and follow-up meeting to Takes leadership at the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

information on struggling appropriate manner ensure that students site/district and
learners and advanced supported with receive support and/or collaborates with
learners to determine documented data over extended learning that is resource personnel to
appropriateness for time, including integrated into the core ensure the smooth and
referral. interventions tried curriculum. (9/28/17) effective implementations
previous to referral. (5.2.18) (12.10.18) of referral processes.
(5.5.19)

For students with special In addition to previously

needs, I provide sited evidence, I actively
accommodations with research information and
their seating attend conferences about
arrangements and work helping students with
to make the knowledge special needs. While each
being taught more student’s needs are
accessible for them. unique to themselves, I
work with therapists,
If a student has an IEP or other teachers, the
is on an SST (Student parents to develop plans
Success Team) I for how to best help their
incorporate the plan of child succeed in the
action into my daily classroom. (5.5.19)
instruction to meet their
needs. (9/28/17) (5.2.18)
(12.10.18)