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 social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
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 an members of assumptions.
pedagogy. 9-28-19 planning lessons. Uses cultures. 4-10-21
culturally responsive
pedagogy in planning.
5-1-2/ 10-24-20
Children from different This COVID-19 situation My school, non-native
levels and culture operate allows me and my co- English students take the
in small groups by teacher to give feedback WIDA test when they
subjects so that they can or assign reading, math, enter, and even students
have diverse access to the and writing at different with the same WIDA
question and encourage levels. overall score can all have
children to help each 5-1-20 different speaking,
other in the group. listening, reading, and
In a small group, speaking writing scores, and
the same language accordingly, students'
students were placed needs are all different. So,
together so that they even in a group of
could interpret to EL. students at the same
Sometimes, I draw a level, I differentiate
picture to the EL student instructions and organize
to explain the concept. classes according to the
9-28-19 students' needs. 4-10-21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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 9-28-19 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 4-10-21 to articulate and monitor
learning needs. learning goals.
5-1-20/ 10-24-20
Remind the students of The COVID-19 incident My school, non-native
the learning goal of every has taught that virtual English students take the
class. 9-28-19 learning can affect WIDA test when they
students' achievement of enter, and even students
learning goals by with the same WIDA
differentiating even overall score can all have
instructions from text to different speaking,
audio to video. listening, reading, and
5-1-20 writing scores, and
accordingly, students'
needs are all different. So,
even in a group of
students at the same
level, I differentiate set
the learning goals and
instructions and organize
classes according to the
students' needs. 4-10-21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum Establishes short- and
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning. 9-28-
support student 19/ 5-1-20/ 10-24-20
learning
I and my co-teacher plan
from a big unit topic and
plan a small lesson from
it. 9-28-19
Still I and my co-teacher
plan from a big unit topic
and plan a small lesson
from it.
5-1-20/10-24-20
Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. 4-10-21 learning. plans that ensure high
levels of learning.
I set separate learning
goals for my ESOL
students, short-term and
long-term. Short-term
learning goals are
established according to
the current level of
students, and long-term
learning goals are
established so that
students can learn
content in the
mainstream classroom so
that they can eventually
achieve their learning
goals in their grade level.
4-10-21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
suggested by curriculum sequence of lessons that instructional strategies
guidelines. respond to students’ into ongoing planning
diverse learning needs. that addresses culturally
4.4 Planning responsive pedagogy,
instruction that students’ diverse
incorporates language, and learning
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs Uses assessments of
all students data provided by the site beyond basic data. students’ learning and
and district. 9-28-19 language needs to inform
planning differentiated
instruction.
5-1-20/ 10-24-20
For math, conduct a I've already been learning
pretest for every unit and for five weeks how
divides the group differentiated
according to the result, instructions by
and makes adaptation technology affect
according to the group. students' learning. By
9-28-19 using Seesaw, I find that
the students react
differently to even the
instructions in writing, in
sound, or the video. I had
to interact individually
with the student, and I
think I get to know the
kids better by the way
they interact differently
while giving one-on-one
feedback.
5-1-20
Because of COVID-19,
virtual classes at home
are given both text and
audio instructions on the
Seesaw platform
according to ESOL
Plans instruction using a Plans instruction
wide range of strategies incorporating a
to address learning styles repertoire of strategies
and meet students’ specifically meet
assessed language and students’ diverse
learning needs. Provides language and learning
appropriate support and needs and styles to
challenges for students. advance learning for all.
Integrates results from a Facilitates opportunities
broad range of for students to reflect on
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
4-10-21 needs.
Different students need to
consider other ways of
teaching depending on
their needs. As I said
before, students' English
levels are all different,
listening, speaking,
reading, and writing, and
accordingly, I set
individual learning goals
for my ESOL students'
short-term and long-
term. Short-term learning
goals are established
according to the current
level of students, and
long-term learning goals
are established so that
students can learn
content in the
mainstream classroom so
that they can eventually
achieve their learning
goals in their grade.
Also, these days, COVID-
19 requires unpredictable
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
students' English virtual learning
proficiency and provide preparations, so there are
feedback by audio for more complexities and
students who are not considerations. 4-10-21
fluent in English.
Technology has enabled
the adaptation and
differentiation of lessons.
10-24-20
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
9-28-19 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 4-10-21 Engages with students to
assessed learning
5-1-20 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

For math, conduct a I've already been learning I am differentiating the

pretest for every unit and for five weeks how instructions to achieve
divides the group differentiated the individual students'
according to the result, instructions by learning goals and
and makes adaptation technology affect adjusting the teaching
according to the group. students' learning. By method according to the
9-28-19 using Seesaw, I find that situation by monitoring
the students react the student's
differently to even the improvement and change
instructions in writing, in the student's groups by
sound, or the video. I had levels. 4-10-21
to interact individually
with the student, and I
think I get to know the
kids better by the way
they interact differently
while giving one-on-one
feedback.
5-1-20

I allow EL students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
to ask and correct
spellings,
asking Siri with
iPad to use voice
rather than typing if
they don't know how
to spell when
e d i ti n g d u r i n g
w r i ti n g ti m e .
10-24-20