CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.(5.5.19)
pedagogy. planning lessons. Uses cultures. (5.2.18)
culturally responsive (12.10.18)
pedagogy in planning.
(9/28/17)

In getting to know my In addition to previously

Before the school year students and plan for sited evidence, when
starts, I check the instruction, I check their planning my instruction I
students’ CUM folders to CUM folders for any focus on backwards
learn important planning. Then I adapt
information on their
information about their what I want my students
language development, language proficiency. If to learn and differentiate
special needs, they are on a SST or IEP, my instruction across all
backgrounds, etc. I also I check our school’s subjects to adhere to
communicate with their database for general student learning needs.
previous teacher(s) and background information Students regularly engage
design my instruction to about the student and in meaningful discussions
adhere to their readiness their family. I also regarding their thinking
and individual needs. I and connection to one
communicate with
take note of any bias that another. They are
may have been taking previous teachers, provided with extended
place in the past and am parents, and administer resources for activities
careful to plan my several of my own depending upon their
instruction moving assessments. Parents fill interests and activities to
forward. I also do many out a questionnaire at the provide more support if
assessments including the necessary. Students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
DRA, running records, beginning of the year to utilize PBL and engage in
math assessments, etc. to give me more background regular inquiry. (5.5.19)
know where my students information about their
are at regarding their child and their family
abilities. (9/28/17)
culture. Students are
offered many different
choice activities
throughout our day and
given many formats to
learn material, through
video, iPad apps, audio,
and face to face
communication.

I differentiate instruction
by having students
working on individual
levels as well as similar
group work once I have
accurately assessed them.
I continue to assess them
through formal and
informal assessment and
design my instruction
according to their needs.
(5.2.18) (12.10.18)

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. (5.2.18) (12.10.18) to articulate and monitor
learning needs. (5.5.19) learning goals.
(9/28/17)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I write down the learning
objectives on the board
and explain them to the
class before instruction
begins. Throughout
instruction, I call upon my
expectations and our
objectives multiple times.
I provide alternate
activities depending upon
the needs of my students
for the same lesson to
either accommodate or
challenge a need.
(9/28/17)
Uses available curriculum Begins to plan curriculum Establishes short- and
for daily, short- and long- units that include a series long-term curriculum
4.3 Developing and term plans. of connected lessons and plans for subject matter
sequencing long- are linked to long-term concepts and essential
term and short-term planning to support related academic
instructional plans to student learning. language and formats
support student that support student
learning learning.
Integrating Innovating
Before beginning a
lesson, I display the
teaching points or lesson
objectives of the lesson
ahead on the white board
or in a presentation. I
create weekly anchor
charts to display for my
students to refer back to.
I use the common core
and California State
Standards as a guide to
develop smaller,
attainable goals for
students to learn the
standards by coming up
with activities that meet
my students various
learning styles. (5.2.18)
(12.10.18) (5.5.19)
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. (9/28/17) plans that ensure high
(5.2.18) (12.10.18) levels of learning. (5.5.19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating

When planning out the In addition to previous

school year, I set out evidence, I utilize
weekly, monthly, and technology to track and
quarterly goals to meet establish long and short
the Common Core and term learning goals for
state standards. I break the school year. I create
down subject matter into choice boards that
achievable chunks and encompass activities
repeat or teach lessons related to Garner’s
different when I see a Theory of multiple
short term goal was not intelligences and adjust
met. The short term goals learning needs as
build upon each other in necessary to benefit my
order to reach the long students’ styles. (5.5.19)
term goals. (9/28/17)
(5.2.18) (12.10.18)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. (9/28/17) and language needs. learning and language
(5.2.18) (12.10.18) needs. (5.5.19)

I scaffold instruction to In addition to previous

I scaffold my instruction provide many different evidence, I utilize choice
to adhere to the different kinds of activities to boards and technology
levels of language applications to address
meet the needs of
development and special the needs of my students.
needs in my classroom by various learners. I
providing visuals and provide them with Students are active
directions. I use KWL graphic organizers that participants in their
charts to determine are used whole group learning by goal setting
student’s previous and independently, KWL and having regular
knowledge and other charts to display reflective dialogue with
summative assessments me and their peers.
knowledge, and I
and observations to Students write, draw, and
differentiate instruction differentiate instruction reflect upon goals
for all of my learners. providing leveled regularly. The goals are
materials for students to displayed in the
Students are given many use to be successful. My classroom as reminders
different opportunities materials and groups of what they want to
throughout lessons to that are leveled are all achieve. (5.5.19)
participate in discussion,
grounded in thorough
whole group reading,
kinesthetic activities, assessment and are
games, etc. (9/28/17) constantly being
assessed through
observation, exit slips,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
summative tests, etc.

Students participate in
various activities that
allow for them to make
deep connections and
also to their peers
through cooperative
learning and our use of
Responsive Classroom.
We often engage in
great discussions asking
intentional questions
about learning and life.
(5.2.18) (12.10.18)

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans additional materials to instructional needs arises student needs.
and curricular support students’ diverse to support student
materials to meet the learning needs. learning. (9/28/17) Engages with students to
assessed learning (5.2.18) identify types of
needs of all students. adjustments in
instruction that best meet
their learning goals.
(12.10.18) (5.5.19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
Depending upon the
nature of my class, I adapt
and extend lessons to go
beyond or below the
standard depending upon
what my students need. I
break my classroom up
into groups and it allows
me to adhere to like
needs. During our
rotation time, I adapt the
activity/lesson to
challenge or reteach
concepts for students
struggling.
Innovating
In addition to previous
evidence, I incorporate
choice boards to help
meet the various needs
and learning styles of my
students. I try and plan
activities that adhere to
the multiple intelligences
and plan ahead for
students may need extra
reinforcement or a
challenge. (12.10.18)
(5.5.19)

I am constantly looking
for signs of
understanding through
student work and
participation. If I notice
many students not
understanding concepts,
we back track and spend
more time on the subject
using a different strategy.
(9/28/17) (5.2.18)