CSTP%4:%Planning%Instruction%and%Designing%

Learning%Experiences%for%All%Students%
%
4.1$$$Use$knowledge$of$students’$academic$readiness,$language$proficiency,$
cultural$background,$and$individual$development$to$plan$instruction%
•! Level%of%Development:%Applying%%
•! Date:%January%2019%
•! Evidence:%Students%are%given%a%pretest%before%we%start%a%chapter%because%this%allows%me%
to%understand%where%they%are%at%with%their%understanding%of%what%needs%to%be%covered%
in%the%chapter.%Many%of%the%lesson%I%teach%were%taught%last%year%to%these%students,%but%
we%are%getting%more%in%depth%of%the%lesson.%Giving%the%pretest%to%the%students%also%
allows%them%to%see%what%they%will%be%learning%and%prepare%themselves%for%it.%I%found%
that%reading%my%tests%and%quizzes%for%the%focus%students%help%them%tremendously.%The%
students%schedule%a%time%with%me,%and%I%read%them%the%test.%The%pretest%also%helps%me%
figure%out%what%group%of%students%to%work%more%with%and%who%to%partner%up%with.%
%
4.2$$$Establish$and$articulate$goals$for$student$learning%
•! Level%of%Development:%applying%%
•! Date:%January%2019%
•! Evidence:!Students%are%given%a%target%every%lesson%and%must%reach%that%target%with%
their%most%effort.%A%learning%target%is%always%written%on%the%board%to%show%students%
what%is%expected%and%how%and%what%they%need%to%do%to%hit%that%target.%End%of%lesson%
they%are%to%show%me%their%understanding%of%it%and%see%if%they%hit%the%target.%The%ticket%
out%the%door%represents%the%students%showing%me%their%understanding%of%the%lesson.%
There%are%also%times%when%students%are%given%rubrics%so%they%can%see%the%expectations%I%
have%for%each%grade.%%
•! Level%of%Development:%Applying%and%Integrating%
•! Date%Oct.%2019%
•! Evidence:%For%IXL%students%take%a%diagnostic%test%once%every%two%weeks.%Students%have%
a%goal%they%need%to%meet%every%two%weeks.%From%the%diagnostic%test,%students%are%given%
recommended%skills%in%which%I%tell%my%students%that%their%goal%for%the%two%weeks%is%to%
master%two%recommended%skills.%This%gives%students%enough%time%to%do%practice%
problems%and%ask%for%extra%help%so%that%they%do%reach%their%goal%by%the%time%the%take%
 the%diagnostic%again.%The%ISTE%relevant%to%this%CSTP%is%Analyst%because%I%take%the%data%
given%from%the%IXL%diagnostic%to%make%a%goal%sheet%for%each%child%every%two%weeks.%%
%
4.3$$$Develop$and$sequence$longCterm$and$shortCterm$instructional$plans$to$
support$student$learning%
•! Level%of%Development:%Integrating%
•! Date:%September%2018%%
•! Evidence:%I%created%a%curriculum%map%for%the%year%that%I%use%to%help%me%lesson%plan%on%a%
monthly,%weekly%and%daily%basis.%I%constantly%change%my%lesson%based%on%students’%
understanding%of%the%lesson.%I%even%go%back%to%change%my%curriculum%map%to%more%time%
or%less%time%on%certain%units.%I%use%the%data%from%pretests,%quizzes%and%tests%to%develop%
lessons%because%it%allows%me%to%see%if%I%can%move%on%or%reteach%a%lesson.%Its%difficult%to%
move%on%in%math%because%a%lot%of%the%lesson%have%a%prerequisite,%such%as%systems%of%
equations.%Students%need%to%have%a%solid%understanding%of%graphing%before%we%can%
move%onto%systems.%%
•! Level%of%Development:%Innovating%
•! Date:%Jan.%2020%
•! Evidence:%I%teach%6th,%7th,%and%8th%grade%math,%so%I%am%able%to%see%what%they%learn%the%
following%year.%Based%on%this,%I%am%able%to%create%lessons%to%better%prepare%them%for%
longWterm%comprehension.%I%also%communicate%with%high%school%math%teachers%in%the%
area%to%find%out%what%they%expect%my%students%to%know.%For%example,%my%8th%graders%
need%to%really%understand%laws%of%exponents,%systems%of%equations,%polynomials,%
factoring,%quadratics%and%simplifying%radicals,%so%I%make%sure%to%spend%more%time%
teaching%these%lessons.%I%also%review%all%these%lessons%in%the%month%of%January%because%
my%8th%grades%take%a%placement%test%at%the%end%of%the%month.%TLMS%domain%III.%%
%
4.4$$$Plan$instruction$that$incorporates$appropriate$strategies$to$meet$the$
learning$needs$of$all$students%
•! Level%of%Development:%Applying%
•! Date:%January%2019%
•! Evidence:%I%use%different%strategies,%modeling%and%scaffolding%to%ensure%student%
understanding.%I%have%a%student%who%is%dyslexic%and%so%I%allow%her%to%record%me%
teaching,%so%she%can%go%home%and%watch%the%lesson%again.%I%also%give%students%notes%
ahead%of%time%so%they%can%review%what%they%will%learn.%For%my%focus%students%I%allow%
 them%to%take%the%test%with%me%and%I%read%it%to%them.%I%also%allow%them%to%use%the%
VoiceOver%app%to%read%the%notes%to%them.%%
•! Level%of%Development:%Applying%&%integrating%
•! Date:%October%2019%
•! Evidence:%One%of%the%reasons%I%assign%IXL%is%that%it%allows%for%students%to%listen%to%the%
math%question%and%can%provide%steps%to%solve%that%is%read%aloud.%This%year,%a%few%of%my%
students%struggle%to%focus,%so%having%the%read%aloud%option%for%the%math%word%problems%
helps%the%students%tremendously.%They%understand%what%the%math%question%is%asking.%I%
also%work%together%with%other%teachers%to%find%different%appropriate%strategies%for%each%
of%my%LSP%students.%The%ISTE%that%is%relevant%to%this%CSTP%is%Collaborator%because%I%
tend%to%discuss%in%our%PLC%meetings%about%my%LSP%students%to%see%what%we%can%do%
together%to%support%their%learning%needs.%%
•! Level%of%Development:%Innovating%
•! Date:%Jan.%2020%
•! Evidence:%I%work%closely%with%my%LSP%colleagues%to%plan%lessons%for%students%with%
specific%learning%needs.%For%my%regular%math%classes,%I%have%another%teacher%that%tag%
teams%with%me%to%support%my%LSP%students.%During%independent%practice,%my%LSP%
students%are%given%problems%to%solve%with%extra%guided%practice.%We%use%multiple%
strategies%to%meet%each%student’s%learning%needs%and%work%with%them%to%figure%how%
they%learn%best.%At%the%beginning%and%end%of%every%day,%I%pull%my%LSP%students%out%to%
touch%base%on%what%they%understand%and%didn’t%understand.%NBPTS%Prop%5.%%
%
4.5$$$Adapt$instructional$plans$and$curricular$materials$to$meet$the$assessed$
learning$needs$of$all$students%
•! Level%of%Development:%Applying"%
•! Date:%January%2019"%
•! Evidence:%There%are%different%things%I%do%to%accommodate%students%with%learning%needs%
such%as%type%up%notes%ahead%of%time,%pull%outs%during%prep%hours,%reading%assessments%
to%them,%allowing%for%lessons%to%be%recorded%and%providing%students%with%extra%help%
before%and%after%school.%Allowing%students%to%use%VoiceOver%to%read%the%notes%to%them.%I%
read%tests%to%students%at%scheduled%times.%%

•! Level%of%Development:%Integrating%

•! Date:%September%and%October%2019%
•! Evidence:%This%year%I%continue%to%pull%students%out,%but%now%I%have%more%time%given.%My%
principal%saw%how%effective%it%was%last%year,%so%he%allowed%for%me%to%do%this%three%times%
a%week.%During%the%pullouts,%usually%one%to%two%students%at%a%time,%I%work%on%the%math%
lesson%the%are%learning%first%and%if%time%permits,%I%focus%on%the%skills%that%they%need%
improvement%in.%%

•! Level%of%Development:%Innovating%

•! Date:%April%2020%

•! Evidence:%I%was%able%to%learn%many%different%ways%to%teach%online%and%to%accommodate%
with%my%students%on%how%they%learn%from%a%distant.%Through%this%distance%learning,%I%
was%given%the%opportunity%to%make%lessons%that%engage%students%with%what%they%have%
in%their%homes%already.%Many%students%were%very%creative%with%%each%assignment%and%
saw%how%math%can%relate%to%their%daily%lives%in%the%household.%%