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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

9/27/18 use information 5/4/19 I use knowledge 05/2020 I differentiate

about our school’s of my students to plan
context to plan and differentiate
curriculum and adapt instruction based on
lessons to the needs of student needs. For
my students. Also keep in example, based on the
mind information learned needs of many of my
from students’ parents. I students to improve their
keep in mind information writing of scientific
I’ve learned through my arguments, I have created
masters program about and begun to implement a
areas of potential bias. CER checklist and rubric.
5/4 I reflect and seek to I use exit tickets to assess
learn more about my students' understanding
potential areas of bias and plan future
and seek to learn how to instruction.
make my teaching more 12/13/19 I continue to
culturally responsive. use knowledge of my
students to plan and
differentiate instruction
based on students'
my lesson plans based on
my knowledge of my
students’ needs. I use
sentence frames and
chunking of assignments,
and provide additional
tools like vocabulary lists.
I examine potential
sources of bias and reflect
on my teaching with the
goal of having my lessons
address bias,
stereotyping, and
assumptions about
cultures.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
academic needs and
diverse backgrounds. For
example, in my Anatomy
& Physiology course, I
have students with many
different needs and
backgrounds. I create
flexible projects which
allow for student choice,
and provide alternative
activities for some
students dependent on
needs. Example: while
learning about the
different types of joints,
students were asked to
create a video or poster
to analyze 3 different
dance moves and
describe which joints
were being used and how
they were moving. In this
activity, students had the
opportunity to
incorporate their diverse
backgrounds into the
activity in choosing dance
moves to analyze. I also
adapted the activity for
one of my students with
an IEP and he was asked
to create a slideshow
describing the joints as an
alternative activity. I am
growing in my awareness
of bias and stereotyping
and I try to check for bias
in my planning.
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 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

9/27 Learning objectives I provide students with

are daily posted on the objectives on daily
intro slide when students agendas. I use these
walk in, and are listed on objectives in study
the daily agendas
guides and in planning
slideshow which students
have access to. Students
my curriculum. For
are aware of rubrics used example, in my Global
for large assignments and Citizenship Education
I sometimes verbally Lesson, I addressed the
share the goals with learning objective:
them. "Students will be able
5/4 I provide daily to identify the sources
learning objectives on the and effects of air
daily agenda slideshow. I pollutants." I made
provide rubrics for some obtaining this objective
assignments with accessible to all
checklists for students to students, yet
use to improve their challenging, through
work. For example, I have structured discussion
developed and of an article relating to
implemented a CER the content.
rubric and checklist
which students use to
self-assess their work
prior to submitting CER’s.
12/19 I communicate
learning goals to
students, but I don’t
really differentiate goals
for students with
different needs. In AP
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Environmental Science,
learning goals are
provided on some
worksheets and on a
summative study guide.
Students self-assess their
achievement of those
goals.
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. 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. learning. plans that ensure high
levels of learning.

9/27 I plan with my bio 5/4 I meet regularly with 05/2020 I thoughtfully
team the long-term my biology team to plan plan my curriculum to
curriculum outline and short- and long-term address standards and
contribute my own plans for each unit. I meet learning needs. I
materials. I seek out and refine the plans as the examine my plans before
adapt additional material unit progresses based on implementing them and
from other teachers and assessments of students. I make improvements
online resources. I use a create material and adapt based on assessed needs.
variety of formats that material from multiple
support student learning. sources in order to
support student learning
throughout the semester.
Each unit is focused
around an anchoring
phenomenon, which
students explain by
applying their
understanding of the
content matter. They
revise their explanatory
models several times
throughout each unit as
their understanding
improves.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
12/19 Based on the
performance and results
of my curriculum plans
for last year, I adapt and
adjust my curriculum to
ensure student learning. I
meet often with my
science team to adjust
our curriculum and make
our lessons as strong as
possible. This year in
Honors Biology, my co-
workers and I have
required all students to
participate in the science
fair (a long-term plan for
the year). As the semester
has progressed, we have
adjusted and created new
material to meet
students' needs for
completing and learning
from the science fair. For
example, I created a
checklist for students to
use as they progress
through the science fair
with their project. It has
allowed students to
better understand what
they need to do for their
science fair project.
4.4 Planning Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
instruction that incorporates strategies single lessons or differentiated wide range of strategies incorporating a
incorporates suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
appropriate guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
strategies to meet diverse learning needs. that addresses culturally assessed language and students’ diverse
the learning needs of responsive pedagogy, learning needs. Provides language and learning
all students students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
language needs through and language needs Uses assessments of broad range of for students to reflect on
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. and language needs. learning and language
needs.

9/27 I keep my students’ 5/3 I have several ELL 12/19 I adapt my

learning needs in mind as students, and have begun curriculum and create
I plan and adjust material implementing SDIAE new scaffolds to meet the
for my students. I sought strategies to adapt wide range of students’
out letters from students’ material to meet their needs. I provide sentence
parents to learn more needs. I modify many frames, peer-review
about students and their assignments to use checklists, and rubrics for
needs. I seek out simpler English and to self-assessment to allow
information from other incorporate more students to monitor their
teachers and other staff diagrams/pictures to own learning and check
when needed. assist in their their work. I walk around
understanding. I also the classroom while
discuss the learning and students are working and
language needs of many continually check for
of my students with other understanding and
academic teachers to see behavior. I provide
if they have strategies I additional assistance to
can borrow to better students who need it, and
support them. One provide additional
strategy that I learned challenging questions and
from these discussions guidance to students
was to allow my ELL needing more challenge.
students to use 05/2020 I thoughtfully
vocabulary lists on their plan my curriculum to
unit exams so that I utilize a wide range of
would be testing their strategies to meet the
understanding of the needs of all of my
concepts, not students. I try to provide
understanding of English. differentiation to
challenge students that
need a challenge, and
support students who
need more support.
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
curriculum provided.
and curricular
materials to meet the
assessed learning
needs of all students.
Emerging Exploring Applying Integrating
lessons or sequences of differentiate instructional instructional plans and
lessons to address plans. Uses culturally uses a variety of
students’ learning needs. responsive pedagogy and materials as the
additional materials to instructional needs arises
support students’ diverse to support student
learning needs. learning.
9/27 I adapt my material 5/4 Based on the needs of
frequently to be more many of my students to
digestible to my students. improve their writing of
I keep in mind their scientific arguments, I
diverse learning needs. have created and begun
to implement a CER
checklist and rubric. I
also have used samples of
anonymous students'
work to hold class
discussions about how to
improve their work.
Students have responded
positively to these
discussions of sample
work and have asked for
more of these
discussions. I make
ongoing adjustments to
lessons as needs arise. If a
lesson doesn’t go well
during one block, I do my
best to reflect and
improve it before the next
block.
Innovating
adaptations to lessons
based on in depth
analysis of individual
student needs.
Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
12/2 Based on in-depth
analysis of students’
work, I create new
scaffolds in anticipation
of students’ needs. For
example, I create
sentence frames to better
support students in
understanding how to
write scientifically for lab
reports and papers.
Students are provided
with these sentence
frames as needed and are
not limited to the
sentence frames to
complete their reports. I
also provide peer review
checklists and rubrics in
anticipation that some
students may need more
guidance on what to do –
and other students will be
able to help them using
these checklists. I check
in with students regularly
to ask them what else
they need to succeed, and
they provide feedback
and suggestions, such as
having more in-class
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
review time.
05/2020 I analyze
students’ work and am
also aware of their
accommodations. I often
ask students for feedback
on activities so that I can
make adjustments that
will suit their learning
needs.