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
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language 07/20/19; 12/01/19 social, emotional, and backgrounds. 3/29/20
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Planning addresses bias, Engages students in the
instruction. on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures. 3/29/20
pedagogy. 07/20/19; culturally responsive
12/01/19 pedagogy in planning.

I design my lessons to I incorporate multiple

include faith instruction methods of instruction
according to Catholic and strategies to design
religion. Special holidays lessons and activities that
are celebrated, such as meet my students’
Tet, dia de los muertos, individual needs. In both
and Cinco de Mayo. On reading and math, I have
these days, students’ students grouped by
cultural backgrounds are abilities and level, which
represented in various allow me to provide more
activities and school tailored instruction based
assemblies. 07/20/19; on their needs. Reading
12/01/19 and math are both
instructed using the
blending learning model
where students have
opportunities to work
with the teacher,
independently,
collaboratively, and with
technology. Each station
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

is designed with
differentiated activities
that students can choose
from to complete. I use
data (exit tickets, weekly
assessments, student
work, and observations)
to create small group
lessons for teacher group.
In my reading teacher
group, we begin the week
by reading leveled
readers and discuss word
building, phonics skills,
and reading strategies.
Leveled readers are used
to help students develop
reading skills at their
level. 3/29/20

NBPTS Proposition 3.2:

Teachers support student
learning in varied settings
and groups.

For reading instruction, I

teach students in whole
group by introducing the
weekly concept or topic,
letter or phonics skills,
and sight words. Students
gather on the carpet area
and we listen to the
weekly story as a class.
We discuss story
elements, reading
strategies, and
comprehension skills. I
also meet with guided
reading groups daily to
provide more tailored
instruction on specific
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

areas or skills students
need extension or
support. I use small group
time as an opportunity
for students to build
individual reading skills
and writing skills. Each
day, my guided reading
group instruction is
themed to an area of
language arts: sight
words, phonics, writing,
grammar, and reading.
Students receive
instruction in all areas
based on their individual
needs. 3/29/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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 07/20/19; 12/01/19 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 3/29/20 to articulate and monitor
learning needs. learning goals.

I display “I Can” Each week, I update the "I

statements for each Can" statement area in our
subject area and refer to classroom. Each "I Can"
these statements during statement covers learning
my instruction. During goals and objectives for
small group instruction, I each subject area. At the
reiterate these beginning of each lesson, I
statements to identify refer to the "I can"
student outcomes. statement to make
07/20/19; 12/01/19 students aware of what
learning objective they
will be expected to
perform. As a class, we say
it together as a reminder
on what the lesson will be
focused on. The "I Can"
statements incorporate
content standards as well
as learning goals expected
from students. For
example, in math, an "I
can" statement that was
focused on was, "I can
subtract two numbers
together." This statement
is in reflection of standard
K.OA.A.1: Represent
addition and subtraction
with objects, fingers,
mental images, drawings,
sounds, acting out
situations, verbal
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
explanations, expressions,
or equations. For the
following lessons on
subtraction, students were
taught how to solve
subtraction
problems using various
strategies. Students had
access to different
materials to use to help
them subtract two
numbers. Some students
used counters while others
used a whiteboard and dry
erase marker. I referred to
the "I can" statement
throughout the lessons to
reiterate the learning goal
and objective that
students were expected to
perform in math. 3/29/20

TLMS Domain 5b:

Teacher collaborates with
colleagues in the design,
implementation, scoring,
and interpretation of
student data to improve
educational practice and
student learning.

I participated in a
primary grade level team
PLC where we discussed
phonics instruction as
whole. We identified
areas of strength and
areas of improvement
within our language arts
instruction. An area that
was common amongst us
was phonics instruction
and its relation to reading
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

development in students.
We referenced the
phonics workbooks that
we have in our classroom
and discussed how to
best implement them into
our instruction. We also
discussed various forms
of assessment including
Seesaw recordings,
weekly reading
assessments, exit tickets,
and AR quizzes. As a
team, we identified
learning goals for our
students and devised a
plan to attain the learning
goals within the primary
grade classes. One goal
that we identified was to
increase phonics
instruction in order to
improve students’
reading skills. 3/29/20

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. 07/20/19 of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. 12/01/19; learning. plans that ensure high
3/29/20 levels of learning.

I follow the Wonders I reflect on lesson plan

curriculum to teach each books from previous years
unit and weekly lesson. I and uses scope and
use the resources sequence curriculum
provided in Wonders to guides for each subject
build my writing stations area. I have set up the
and writing goals. digital calendar using
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

07/20/19 Wonders curriculum and

Go Math! curriculum and
tracks progress of lessons
with pacing guides. I also
use a combination of
activities and incorporates
technology into lessons
throughout the day. I plan
weekly lessons using
a lesson plan book that
corresponds with
curriculum guides.
12/01/19; 3/29/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning 07/20/19
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and Seeks to learn about
the learning needs of language needs through students’ diverse learning
all students data provided by the site and language needs
and district. beyond basic data.
07/20/19
I use a variety of
instructional strategies in
each lesson. These
strategies include
kinesthetic movement,
visual models, sentence
frames, and technology. I
also group my students
into small, collaborative
groups that is changed
biweekly to promote
student learning and
support individual needs.
07/20/19
Applying Integrating Innovating
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
needs and styles. 12/01/19; 3/29/20
Facilitates opportunities
Uses assessments of Integrates results from a for students to reflect on
students’ learning and broad range of their learning and the
language needs to inform assessments into impact of instructional
planning differentiated planning to meet strategies to meet their
instruction. students’ diverse learning learning and language
and language needs. needs.
12/01/19; 3/29/20
I use multiple instructional
strategies throughout
lessons. In math, I begin
lessons with whole group
instruction that includes a
math notebook and Go
Math! lesson. Math
notebook includes a spiral
review of concepts and
skills learned. Next,
students work in small
group centers and rotate
through each station
where they practice skills
using technology,
manipulatives, and meet
with the teacher. For
phonics, students also
work in stations on skills
based on their ability level.
Additionally, students are
assessed using chapter
assessments in Go Math!
and weekly assessments
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
for Wonders in reading.
Assessment results are
used to differentiate
instruction in small group
and station centers. 
12/01/19; 3/29/20

ISTE Standard 7c: I use

assessment data to guide
progress and communicate
with students, parents,
and education
stakeholders to build
student self-direction.
12/01/19; 3/29/20

Evidence: I use assessment
data collected from IXL, an
online math application, to
drive small group
instruction. I check-in
with students based on the
data and track their
progress of completion.
Data results are analyzed
to create learning groups
and activities at math
centers. 12/01/19;
3/29/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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
07/20/19 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 12/01/19; Engages with students to
assessed learning
3/29/20 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

In addition to the I use digital and hands-on

curriculum, I utilize other manipulatives in math
resources to include lessons. Math
learning activities to help manipulatives include red
meet students’ academic and yellow counters,
needs. I design centers counting bears, dice,
that provide erasers, and digital
differentiated activities counters, which are all
and student assignment available for whole group
choice. 07/20/19 and small group
centers. Math game
boards are made available
for students to use and
practice math skills when
they complete their work
at the various math
stations. Math stations
consists of three stations
to help students practice
and master math skills
based on their ability level.
Technology station
includes using IXL and
Moose Math, independent
station consists of
completing an activity,
game, or handout, and
teacher station consists of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

supporting or extending
lesson concepts and
objectives. 12/01/19;
3/29/20

ISTE Standard 6c: I create

learning opportunities
that challenge students to
use a design process and
computational thinking to
solve problems. 12/01/19;
3/29/20

I incorporate the use of

technology and digital
platforms into my math
lessons. Students use
online math manipulatives
on their iPads, such
as Geoboard and Number
Pieces. I also encourage
students to app smash to
show understanding of
math concepts like
combining Number
Frames and Seesaw.
12/01/19; 3/29/20