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

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons Plans single lessons Plans differentiated Plans differentiated Plans differentiated
using available or sequence of instruction based on instruction, which is instruction that
curriculum and lessons using knowledge of based on broad provides systematic
information from additional students’ academic knowledge of opportunities for
district and state assessment readiness, academic students. Matches supporting and
required information on language, diverse resources and extending student
4.1 Using
assessments. student academic cultural specific strategies to learning based on
knowledge of
readiness, language, backgrounds, and students’ diverse comprehensive
students’
cultural background, individual cognitive, learning needs and information on
academic
and individual social, emotional, and cultural students. 3/2020
readiness,
development. physical backgrounds.
language
9/20/18 development to meet 11/2019
proficiency,
their individual
cultural
needs. 5/5/19
background, and
Is aware of impact of Becomes aware of Engages students in
individual
bias on learning. potential areas of Examines potential Planning addresses the analysis of bias,
development to
9/20/18 bias and seeks to sources of bias and bias, stereotyping, stereotyping, and
plan instruction.
learn about culturally stereotyping when and assumptions assumptions.
responsive pedagogy. planning lessons. about cultures an
Uses culturally members of cultures.
responsive pedagogy 11/2019 3/2020
in planning. 5/5/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
9/20/18 9/20/18 5/5/19 I plan 11/2019 To address 3/2020 I activate
I am aware of the I use assessments according to the the broad range of prior knowledge
impact of bias on and student learning needs of the learners and cultural prior to lessons.
learning based on background to plan students in the class. backgrounds of Students pair-share
education based on lessons. I have knowledge students, their ideas and
schooling. and documentation differentiate reading discuss using lesson
of students’ academic and math lessons. vocabulary. I
readiness. I am These groups are differentiate reading
aware of diverse based of STAR testing instruction and
cultural results and formative provide scaffolding
backgrounds. I am math assessments. In for access to
sensitive to student ELA, vocabulary is academic language.
cognitive and social posted on the ENO
and physical board and reviewed
development as well. by putting words into
context and using
5/5/19 while kinesthetic learning.
planning I consider
biases and teach to
the standard rather
than the TE.
Communicates Establishes and Establishes and Establishes and Establishes and
learning objectives shares learning goals communicates to articulates learning articulates
for a single lesson to for skill development students clear goals to students that comprehensive
students based on with students in learning goals for integrate content short-term and long-
4.2 Establishing content standards single lessons and content that are standards with term learning goals
and articulating and available sequence of lessons. accessible, students’ strengths, for students. Assists
goals for student curriculum. challenging, and interests, and students to articulate
learning differentiated to learning needs. and monitor learning
address students’ 5/5/19 11/2019 goals. 3/2020
diverse learning
needs. 9/20/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
9/20/18 5/5/19 An area of 3/2020
I establish learning strength is Students create
goals for students communicating the learning goals each
based on their learning goals for trimester. For
assessments and lessons with example, writing
needs and students. At the end goals are established
differentiate of lessons, we discuss one on one with
instruction based on how we worked teacher and student.
their learning needs toward goals and if The goal is written in
and goals. they need to be their journal and
revised. I find this a worked toward and
great way to connect monitored
with students and throughout the
work in their trimester. If goals re
interests and their met, they are
own goals for reevaluated with the
themselves into the student. Goals might
lessons. include
capitalization,
11/2019 Based on spacing, periods.
student work
samples, individual
goals are created. For
example, in writing,
students work
toward a writing goal
and focus on one area
of improvement at a
time. They monitor
and gauge their own
progress. Once they
feel that the have
made progress
toward the goal, they
demonstrate mastery
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
with a work sample.

Uses available Begins to plan Establishes short- Refines sequence of Utilizes extensive
4.3 Developing curriculum for daily, curriculum units that and long-term long-term plans to knowledge of
and sequencing short- and long-term include a series of curriculum plans for reflect integrations of curriculum, content
long-term and plans. connected lessons subject matter curriculum standards, and assess
short-term and are linked to concepts and guidelines, learning needs to
instructional long-term planning essential related frameworks, and design cohesive and
plans to support to support student academic language assessed comprehensive long-
student learning learning. 9/20/18 and formats that instructional needs and short-term
support student to ensure student instructional plans
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
learning. 9/20/18 learning. 11/2019 that ensure high
levels of learning.
3/2020

9/20/18 11/2019 Planning is 3/2020 Student prior

I plan with another based on student knowledge is
1st grade teacher and learning. Reteaching considered when
we plan based on the is done immediately planning. Planning is
curriculum but use after assessment done every 2 weeks,
assessments to guide results. Small groups following long term
lessons and reteach allow for targeting unit planning.
as needed., specific groups that Lessons are
regardless of struggled with a reevaluated on a
curriculum plan. concept. Pacing is daily basis based on
flexible with math student need.
5/5/19 and spirals Reteaching and
I am growing in the throughout the year. extensions are
area but am planning In language arts, the provided as needed.
and mapping for next differentiated lessons
year. Now that I am allow for
more comfortable modifications of
with the curriculum, I pacing plans on a
will create long-term weekly basis.
units that tie into
multiple content
areas.
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 Plans instruction
incorporates single lessons or differentiated using a wide range of incorporating a
strategies suggested sequence of lessons instructional strategies to address repertoire of
by curriculum that respond to strategies into learning styles and strategies specifically
guidelines. students’ diverse ongoing planning meet students’ meet students’
learning needs. that addresses assessed language diverse language and
9/20/18 culturally responsive and learning needs. learning needs and
4.4 Planning pedagogy, students’ Provides appropriate styles to advance
instruction that diverse language, and support and learning for all.
incorporates Is aware of student learning needs and challenges for 3/2020
appropriate content, learning, and styles. 5/5/19 students. 11/2019
strategies to meet language needs Seeks to learn about Facilitates
the learning through data students’ diverse Uses assessments of Integrates results opportunities for
needs of all provided by the site learning and students’ learning from a broad range of students to reflect on
students and district. language needs and language needs assessments into their learning and the
beyond basic data. to inform planning planning to meet impact of
differentiated students’ diverse instructional
instruction. 9/20/18 learning and strategies to meet
language needs. their learning and
5/5/19 11/2019 language needs.
3/2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
9/20/18 9/20/18 5/5/19 Multiple 3/2020 Lessons are
I use the curriculum Based on assessments presented I multiple
to guide instruction, assessments, (formative and ways. Whole group,
but base the lessons summative and summative) were small group, pairs,
on student needs and formative, tri- utilized to plan with the use of
reteach or extend as annually and differentiation and technology or iPads.
needed. weekly/ongoing, to ensure the language Choice boards are
differentiate needs of students provided so students
instruction. were met. cans demonstrate
their understanding
5/5/19 I worked 11/2019 in a way that best
hard this year to iPad app: Splash suits their learning
differentiate and Math or IXl to needs.
work in plans that provide challenge for
considered the students. Scaffolding Students reflect on
diverse students and within science and their learning needs
learning needs in my social studies at least 3 times a year
class. ELA and Math lessons. Leveled during trimester
were the subject grouping for Math. time. Students are
areas where vocab Differentiated groups asked to consider
and differentiation for ELA. Document their understanding
make a great impact. camera for visial at the end of most
learners. ENO board lessons with an exit
for engagement. ticket or other to
Word wall for show understanding.
writing/spelling
support. Anchor
Charts for visual
learners and review
of concepts learned.
4.5 Adapting Implements lessons Begins to adapt plans Makes adjustments Makes ongoing Anticipates and plans
instructional and uses materials and materials in and adaptations to adjustments to for a wide range of
plans and from curriculum single lessons or differentiate instructional plans adaptations to
curricular provided. sequences of lessons instructional plans. and uses a variety of lessons based on in
materials to meet to address students’ Uses culturally materials as the depth analysis of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
the assessed learning needs. responsive pedagogy instructional needs individual student
learning needs of 9/20/18 and additional arises to support needs. 3/2020
all students. materials to support student learning.
students’ diverse 5/5/19 11/2019 Engages with
learning needs. students to identify
9/20/18 types of adjustments
in instruction that
best meet their
learning goals.
3/2020
9/20/18 I adapt 5/5/19 I make 3/2020 I anticipate
lessons to address adaptations and learning needs of
student learning tweaks to lessons students based on
needs based on while teaching if their testing and
formative and need be. If students background
summative need extension or knowledge. I plan
assessments. reteaching, I try to lessons based on
address it within that those needs and
lesson or by the next reteach or extend
learning period. concepts based on
their understanding
11/2019 Based on during lessons.
formative
assessment of During small group
student differentiated
understanding and instruction, I am able
accessing to do formative
background assessments to
knowledge, I make identify any
sure to include adjustments needed
vocabulary review, to best meet the
utilize anchor charts, needs of student
ENO board for visual learning goals.
learners, implement
BrainPop Jr. Videos
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
for reinforcement of
ideas, offer hands-on
manipulation of
counters or class
manipulatives such
as letter tiles or flash
cards.