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

The teacher examines the As a whole class, we utilize Studies The teacher links Earth
lesson and determines Weekly's materials and online Day to the ecosystem,
what to be taught before, platform emphasizing the critical
during and after the (https://www.studiesweekly.com/) role of plants in impacting
to enrich our learning experiences
lesson. both animals and the
in History and Science. We engage
with the platform by watching
planet. Students learn
Assessed July 2023 videos relevant to the subject essential vocabulary such
matter. We also leverage the audio as decomposers and
feature to listen to each section of consumers, deepening
the news, pausing as needed to their understanding of
highlight key information. After our ecological relationships
reading session, we actively and the importance of
participate in whiteboard activities, environmental
with each student equipped with conservation.
their own mini whiteboard to
respond to questions presented on
Assessed April 2024
the website. Furthermore, the
teacher is in the process of creating
individual accounts for all students,
enabling them to complete
assessments at the conclusion of
each weekly study. This
multifaceted approach enhances
our learning and assessment
process as students enjoy
participating for points, our reward
system.

Assessed November 2023

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
3.2 Applying Teaches subject-specific matter including related
knowledge of student vocabulary following academic language.
development and curriculum guidelines.
proficiencies to ensure Provides explicit teaching
student of essential content
understanding of vocabulary and associated
subject matter 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.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage students
in accessing subject
matter text or learning
activities.
The teacher ask questions
and prepares activities so
that students can connect
their prior knowledge to
the context of subject
matter.
The teacher goes over the
important words to know
in prior to the lesson; also,
during the lesson the key
vocabulary are reviewed
with examples.
Assessed July 2023
Integrating
Integrates knowledge of range of
students development into
instructional decisions to ensure
student understanding of the
subject matter including related
academic language.
Provides explicit teaching of
specific academic language, text
structures, grammatical, and
stylistic language features to
ensure equitable access to subject
matter understanding for the range
of student language levels and
abilities.
In addition to directly instructing
students on crucial vocabulary,
idioms, and key terms during the
lesson, the teacher goes the extra
mile by adapting and providing
support for students in completing
the crossword puzzle following the
lesson. This support includes
providing them with a word bank
on a separate sheet of paper and
offering assistance in locating and
making connections of the
descriptions and the words.
Assessed November 2023
Innovating
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.
The teacher equips
students with key
vocabulary to find
definitions while reading
Science and History
newspapers for cross-
puzzles. Additionally,
students are taught how to
identify cause-and-effect
relationships and other
crucial information to
highlight. Encouraging the
use of recently learned
academic language in
discussions helps students
become comfortable and
proficient in expressing
their understanding.
Assessed April 2024
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 knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources to of curriculum and related
site and district to support adjustments in single readiness to organize and organize and adjust instruction resources to flexibly and
student understanding of lessons or sequence of adjust the curriculum to within and across subject matter effectively organize and
3.3 Organizing
the subject matter. lessons to support ensure student to extend student understanding. adjust instruction.
curriculum to
understanding of subject understanding.
facilitate student
matter. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
The teacher organizes the The teacher has established a structured When teaching division,
curriculum based on weekly routine for the unit. It begins with the teacher offers various
the distribution of a new Spelling Packet
students' levels and with a fresh set of words on Monday. approaches for
highlights the Together as a class, students examine the comprehension, allowing
interrelatedness of phonics and various patterns present in students to choose the
the words. Then, they engage in crossword
subjects. For example, puzzles, which serve the dual purpose of
method that resonates
math problems reinforcing word definitions and with them. This flexible
incorporate real-life expanding their vocabulary instruction strategy
comprehension. This systematic approach
situations, requiring ensures that students not only learn the
demonstrates the teacher's
comprehension before words but also grasp their meanings extensive knowledge of
computation. effectively. Moving on to Tuesday, students curriculum and related
initiate the process of constructing
resources.
sentences that incorporate the newly
Assessed July 2023 learned words, gaining practical
knowledge of their proper usage. Assessed April 2024
Throughout the remainder of the week,
students diligently work through their
Spelling Packets, which entail tasks such as
writing the words, decoding them, and
responding to fill-in-the-blank questions.
On every Friday, students are to turn in
their packets and we conclude it with a
spelling test. This comprehensive
approach allows students to develop a
well-rounded understanding of the words
and their application in various contexts.

Assessed November 2023

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 strategies Uses an extensive
strategies that are additional instructional variety of instructional appropriate to subject matter to repertoire of instructional
provided in the strategies in single lessons strategies to ensure meet students’ diverse learning, to strategies to develop
3.4 Utilizing
curriculum. or sequence of lessons to student understanding of ensure student understanding of enthusiasm, meta-
instructional
increase student academic language academic language, and guide cognitive abilities, and
strategies that are
understanding of appropriate to subject student in understanding support and challenge the
appropriate to the
academic language matter and that addresses connections within and across full range of student
subject matter
appropriate to subject students’ diverse learning subject matter. towards a deep knowledge
matter. needs. of subject matter.

The teacher incorporates
songs and stories to
facilitate the development
of essential academic
language among students.
Additionally, utilizing art
activities and related
videos enhances their
understanding of the
content, making it more
accessible and engaging.
Assessed July 2023
The teacher integrates the real-life
story of Wonder (a book our class is
reading), which is based on the
experiences of Nathaniel Newman
who was born with Treacher
Collins Syndrome. This allows
students to gain a deeper
understanding of not only the main
character Auggie but also the
diverse perspectives portrayed in
the book.
Assessed November 2023
The teacher employs both
books and internet
resources to teach about
California missions.
Students are assigned a
specific mission and
tasked with researching
information about it
across 18 topics. They
then construct a model
and deliver a presentation
based on their findings,
fostering hands-on
learning and
comprehensive
understanding of the
subject matter.

Assessed April 2024

CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and
lessons to make subject subject matter accessible technologies for concept
adapting resources,
matter accessible to to students. and skill development in
technologies, and
students. subject matter. Resources
standards-aligned
Explores how to make reflect the diversity of the
instructional
Identifies technological technological resources classroom and support
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
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.
The teacher carefully
selects instructional
materials that align with
students' comprehension
levels. Visual and tangible
aids, as well as physical
activities, are effective
tools for providing
differentiated learning
experiences.
Students are motivated to
enhance their math skills,
such as multiplication and
division, through
enjoyable online games
which creates a fun and
engaging learning
environment.
Assessed July 2023
Integrating
Integrates a wide range of adapted
resources, technologies, and
instructional materials to meet
identified student needs and make
subject matter accessible to
students.
Assists student with equitable
access to materials, resources, and
technologies. Seeks outside
resources and support.
In teaching about California
missions, the teacher provides
books on students' chosen missions
to aid them in writing reports and
building models. Additionally,
students are encouraged to use the
Internet for further research. If
feasible, a field trip to the San Juan
Capistrano mission will be planned
to enhance their learning. After
building their mission, students will
have options of presenting their
mission using an online platform
(either Webquest, Canva or
Minecraft): presentation slides with
voice recording or a walk-through
video.
Assessed November 2023
Innovating
Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and critical
thinking about subject
matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
The teacher allocated in-
class time for students to
present their California
mission models. Each
student had access to a
device and received clear
instructions regarding the
content to include in their
presentations.
Assessed April 2024
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’ primary
language and English
language proficiencies based
on available assessment data.
3.6 Addressing the
needs of English
learners and student Provides adapted materials to
with special needs to help English learners access
provide equitable content.
access to the content
Exploring
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
Applying
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
English language
development in order for
students to improve language
proficiencies and understand
content.
The teacher would try to
learn how the EL’s
language might differ
from English language.
Also, using various form
of delivery such as props,
videos, and pictures, the
teacher can demonstrate to
support English Learners.
Assessed July 2023
Integrating
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.
By incorporating something my
student is interested in, the
engagement in overall academics
has increased.
Assessed November 2023
Innovating
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 skills in the content.
The teacher prompts
English learners to explain
certain concepts in
Spanish, emphasizing
their ability to teach others
and highlighting language
as a learned skill.
Assessed April 2024
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
needs of English families.
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.
The teacher would learn the
specific needs of the student
and prepares the lesson
accordingly- if the student
has hard time working in
groups, he/she would work
independently with help of
the teacher; if the student
needs more time to complete
any task, he/ she would
receive a reasonable
extended period.
The teacher would also log
the progress of learning and
collaborate with the student’s
family and whoever should
be involved to ensure the
progress of the student.
Assessed July 2023
Integrating
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 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.
The teacher will start by identifying
the specific needs of the students
that are challenging for them. Based
on these needs, the teacher will
make adjustments to the classroom
seating arrangement and teaching
strategies. Some examples of
classroom accommodations include
providing pacing breaks between
assignments, breaking down
assignments into smaller pieces,
communicating with families about
students' progress, and adapting
lessons to suit individual needs.
These modifications will create a
more supportive and inclusive
learning environment especially for
students with special needs.
Assessed November 2023
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.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
The teacher adapts
instruction by breaking it
down into smaller,
manageable chunks for
students with special
needs. The teacher
regularly check in with
these students to identify
areas of struggle or
success, offering
immediate feedback.
Additionally, the teacher
maintains open
communication with their
guardians to ensure
students receive necessary
support and to align goals
for their academic
success.
Assessed April 2024
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating