CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic language, and academic
matter academic content standards and content standards.
content standards instruction. 7.16.22 and 12/4/22
Our school has been
enrolled in a 3 year
professional development
course called the St. Clare
Initiative. This course
stresses the teaching of
learning outcomes in
each subject every day.
Students are expected to
answer these 3 questions
about any subject they
are learning. “What am I
learning? Why is this
important? How will I
know when I have
learned this? Before each
lesson, teachers are
expected to list the
learning outcomes for
each concept. When I
begin a lesson, I introduce
the topic and explain
what it is, “Today we are
learning about the letter
Z” Then I talk about how
it is important, “We need
to know all the letters of
the alphabet not just
some. We need letter Z to
write Zebra and Zachary.”
I explain that “we will
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
4/8/23 extend student learning.
Teacher provides an intro
activity to summon prior
knowledge when a new
topic is addressed. This
gives students an
opportunity to share
what they know about a
topic. We create an
anchor chart of what we
know about a concept
before we begin learnig
and then we create
another anchor chart
about what we know
after we have finished the
unit. Students can clearly
see how much they have
grown from comparing
these two anchor charts.
4/8/23
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. 7.16.22 proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines. 12/4/22
student development 7.16.22
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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. 12/4/22
Applying Integrating Innovating
know that we have
learned all about letter Z
when we can produce and
identify the phoneme,
recognize Z in a word,
and write Z on paper.”
7.16.22 and 12/4/22
4/8/23
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
4/8/23 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.
4/8/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Teacher monitors Teacher practices Teacher can examine a
progress for each backwards planning learning goal and
student’s understanding. where lessons are determine the knowledge
7.16.22 arranged in a series with and skills that will be
an end goal. 12/4/22 required to achieve the
Students are exposed to goal. 4/8/23
subject specific Teacher adds words to
vocabulary words such as the word wall and also Teacher understands the
encoding, decoding, and incorporates teaching content and determines
blending. 7.16.22 sight words. 12/4/22 which elements must be
mastered as a
prerequisite to another.
4/8/23

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. 7.16.22 and understanding. 4/8/23
understanding of the 12/4/22 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

I will skip around in the  Teacher connects
curriculum or spend historical events and
more time in certain literature to current
areas as needed. 7.16.22 events. For example,
and 12/4/22 when election season
rolls around, we have our
own election where we
vote for a class president.
4/8/23

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
7.16.22 and 12/4/22 connections within and matter.
across subject matter.
4/8/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I research different
methods of teaching each
subject and I explore
Teachers Pay Teachers to
find the best possible
worksheets, activities,
and lesson plans instead
of just relying on the
book. 7.16.22 and
12/4/22
Teacher always makes
sure there is an art
project, a music
accompaniment, and a
chance to do dramatic
play when learning a new
concept. For example,
when we learn about
Martin Luther King Jr., we
do an art project where
we make a diorama of the
March on Washington,
then we learn and
preform a civil rights
song, and we have a
chance to pretend that we
are marching while
holding signs around the
classroom. 4/8/23

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
make subject matter Explores how to make reflect the diversity of the students. 12/4/22 critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
7.16.22 subject matter. 7.16.22 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
and online subject matter support. 12/4/224/8/23 ongoing links to outside
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resources based on resources and support.
individual needs.
If a student does not have I will find manipulatives Students are using
an iPad at home or books, and tangible items for Seesaw as well as many
I will lend out one of our each lesson. For example different iPad aps to
classroom iPads or during our gardening learn. Subject matter is
Chrome Books. We also unit, we will take a field made more accessible for
have a library where trip to the botanical ELL’s and students who
students can check out gardens. We will also are easily distracted
books. 7.16.22 begin digging in our own during whole group
kindergarten garden area lessons. 12/4/224/8/23
and planting our own
seeds. 7.16.22 Teacher has given parent
access to online apps so
students can do work at
home. 12/4/224/8/23

3.6 Addressing the Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
needs of English primary language and information describing proficiencies and English English language in assessment of their
learners and student English language elements of culture and learner strengths in the development, English progress in English
with special needs to proficiencies based on language proficiencies in study of language and learners’ strengths and language development
provide equitable available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
access to the 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 4/8/23 monitor language and
learners’ performance to development to support content goals.
identify gaps in English English learners.
language development.
Provides adapted 7.16.22 and 12/4/22 Creates and implements Develops and adapts Is resourceful and flexible
materials to help English scaffolds to support instruction to provide a in the design, adjustment,
learners access content. Attempts to scaffold standards-based wide range of scaffolded and elimination of
content using visuals, instruction using literacy support for language and scaffolds based on
models, and graphic strategies, SDAIE, and content for the range of English learners’
organizers. content level English English learners. 4/8/23 proficiencies, knowledge,
language development in and skills in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

order for students to
improve language
proficiencies and
understand content.
7.16.22 and 12/4/22
I am aware of the I do not rely on verbal Teacher gives ELL’s
Spanish-English cognates communication as my multiple means to show
and I also am aware of main form of understanding. It can be
the different vowel and communication. I use through drawing, writing,
consonant sounds that visual aids, props, or verbal communication.
some languages may or pictures, and videos to 4/8/23
may not have. For demonstrate the things
example, many of my that may be lost in Everything around the
Spanish speaking translation for non- classroom is labeled in
students have trouble English speakers. 7.16.22 English with pictures of
with the letter h because and 12/4/22 what it is. 4/8/23
it is silent in Spanish.
7.16.22 and 12/4/22

3.6 Addressing the Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
needs of English full range of students information on the full the full range of students accommodations, full range of student with
learners and student identified with special range of students identified with special adaptations, and special needs to actively
with special needs to needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provide equitable provided by the school. needs to address and competencies to for the full range of and monitor their own
access to the content 7.16.2212/4/224/8/23 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.
instruction.
Communicates and Communicates and
Attends required meeting Cooperates with resource Communicates regularly collaborates with collaborates with
with resource personnel personnel, para- with resource personnel, colleagues, support staff, resource personnel, para-
and families. 7.16.22 educators, and families para-educators, and and families to ensure educators, families,
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Learns about referral
processes for students
with special needs.
7.16.22
My kindergarten students
rarely have a diagnosis or
documentation on special
needs. It of course doesn’t
mean that their diagnosis
or learning disability
does not exist, it just
often has not been
documented yet. 7.16.22
and 12/4/224/8/23
If I refer a student to the
resource teacher, I
regularly touch base with
the teacher and family
regarding the progress of
the student. 7.16.22 and
12/4/22
I very rarely have a
student who comes into
my kindergarten class
with a documented
special need but I do
often refer parents to get
their child tested through
the public school system.
Our school is private and
does not offer this type of
Exploring
12/4/22
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for
referral. 12/4/22
We have just hired a
Learning Loss specialist, a
school therapist and a
Title 1 counselor. I am
now able to make
referrals, meet with these
experts and learn from
them. 12/4/22
Applying Integrating Innovating
made in accessing school. success of the full range
appropriate content. of students with special
4/8/23 Initiates and monitors needs.
referral processes and
Refers students as needed follow-up meeting to Takes leadership at the
in a timely and ensure that students site/district and
appropriate manner receive support and/or collaborates with
supported with extended learning that is resource personnel to
documented data over integrated into the core ensure the smooth and
time, including curriculum. effective implementations
interventions tried of referral processes.
previous to referral.
4/8/23
Now that we have a
Learning Loss Specialist,
a school therapist, and a
Title 1 counselor, I am in
regular communication
with these experts. I have
had the school counselor
lead a meditation in the
classroom and work on
calming and self-soothing
strategies with the
students. 4/8/23
I have made a referral for
each program that we
offer and I have
documented the behavior
and needs that have
caused me to make the
referral. I meet with the
counselor to discuss my
concerns and act as a
liason between the family
and the support staff as
needed. 4/8/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

testing. 7.16.22 and
12/4/224/8/23