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

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons Plans single lessons or Plans differentiated Plans differentiated Plans differentiated instruction that
using available sequence of lessons instruction based on instruction, which is based provides systematic opportunities
curriculum and using additional knowledge of students’ on broad knowledge of for supporting and extending
4.1 Using information from assessment academic readiness, students. Matches resources student learning based on
knowledge of district and state information on academic language, and specific strategies to comprehensive information on
students’ required assessments. student academic diverse cultural students’ diverse learning students. (7/6/20) (12/2/20)
academic readiness, language, backgrounds, and needs and cultural (4/3/21)
readiness, cultural background, individual cognitive, social, backgrounds.
language Is aware of impact of and individual emotional, and physical
proficiency, bias on learning. development. development to meet their Planning addresses bias, Engages students in the analysis of
cultural individual needs. stereotyping, and bias, stereotyping, and assumptions.
background, Becomes aware of assumptions about cultures (7/6/20) (12/2/20) (4/3/21)
and individual potential areas of bias Examines potential an members of cultures.
development to and seeks to learn sources of bias and
plan about culturally stereotyping when
instruction. responsive pedagogy. planning lessons. Uses
culturally responsive
pedagogy in planning.

Through data collection from exit

slips, surveys, diagnostic tests,
assessments and learning activities,
I learn what prior knowledge my
students have. This helps inform my
lesson, unit, and curriculum
planning. Which skills and
prerequisite knowledge students
have helps inform next steps in
reaching learning targets. In
addition, data informs appropriate
technology to be incorporated in
lessons. (7/6/20) (12/2/20)
(4/3/21)

Subgroups of students (such as EL,

or SPED) are kept in mind when
developing instruction. CELDT,
student files, Lexile, RI, I-ready and
other diagnostic tools are used to
identify what supports students
would need to be successful.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Scaffolds and differentiation are also
planned based on this data. I ensure
all students have access to all
lessons through the collected data.
Specific strategies are incorporated,
such as: graphic organizers,
vocabulary, visuals, precision
partners, etc. (7/6/20) (12/2/20)
(4/3/21)

Individual data about students

create individual goals for their
progression. Using the above-
mentioned data helps direct which
strategies are best for each student.
This applies to subgroups with
specialized needs, EL students, and
gifted students. Extension projects
are informed by individual data.
(12/2/20) (4/3/21)

An online platform, ELLevation, is

utilized to analyze CELDT data per
student in the classroom. Individual
data and strategies are outlined and
incorporated into lessons to ensure
all students are successful. (4/3/21)

Criteria for Success (language goals)

are created for each lesson in
addition to content goals. These
language goals are created
appropriately and differentiated for
students. This supports the growth
of EL students. (4/3/21)

Through surveys and conversations

with students and their families, I
learn about students and their lives.
I use this information to choose
materials and resources that
represent relevant demographics
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

and views of life. I include their
cultures and backgrounds into the
curriculum, and in the décor of the
classroom. Being cognizant of the
students’ ethnics, socioeconomic
backgrounds, and religions helps me
create curriculum that is sensitive
and relevant. (7/6/20) (12/2/20)
(4/3/21)

To encourage student learning,

consistent procedures are used to
create ease around student learning.
Students know where to find
different tools, resources, and
assistance. Routine office hours are
consistent weekly. (12/2/20)
(4/3/21)

I also participate in workshops that

teach about culturally responsive
pedagogy. Including guest speakers
that are from their community and
resemble their family adds
engagement. (7/6/20) (12/2/20)
(4/3/21)

Curriculum is developed using the

social justice standards. Students
engage in lessons which explore
bias, social action, stereotypes, and
assumption. Students investigate
and create action plans to create
change. For example, students wrote
letters to LAUSD to propose an
action plan for schools in regards to
safe openings of campuses, and
supported their proposal with
evidence. (12/2/20) (4/3/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
Communicates Establishes and shares Establishes and Establishes and articulates
learning objectives for learning goals for skill communicates to students learning goals to students
4.2 Establishing a single lesson to development with clear learning goals for that integrate content
and articulating students based on students in single content that are standards with students’
goals for content standards and lessons and sequence accessible, challenging, strengths, interests, and
student available curriculum. of lessons. and differentiated to learning needs. (7/6/20)
learning address students’ diverse
learning needs.
I ensure that all learning
goals and objectives include
content standards and
student interests. In
addition, I take into
consideration the needs
within our students.
Knowing their strengths,
interests, and needs helps
inform my learning targets. I
also connect their learning
targets to previous grade
level knowledge, skills and
content. I also connect their
learning targets to their
future years in college or the
workforce. These learning
targets are aligned to the
school and district. Student
interests are also taken into
consideration. (7/6/20)
Students in my class have
various learning abilities,
thus having different needs.
My learning goals should
incorporate all abilities and
needs. All levels are
included. Modifications and
accommodations are made
appropriately. ELD
standards are used to base
some modifications, as well.
Innovating
Establishes and articulates
comprehensive short-term and long-
term learning goals for students.
Assists students to articulate and
monitor learning goals. (12/2/20)
(4/3/21)
In addition to the evidence
mentioned in the last column
(taking the needs of all students,
content standards, and student
interests – and connecting these to
goals in their personal, school, and
future careers), goals are created for
the short term and long term. These
goals include curriculum learning
objectives, skills mastery, and
metacognition growth. (12/2/20)
(4/3/21)
Short term goals include goals for a
lesson or unit, while long term goals
include skills over time. Long term
goals are also made for semester
long grades. (12/2/20) (4/3/21)
Individualized goals are made based
on student data. The teacher
facilitates many strategies, lessons,
and rubrics for students to evaluate
their strengths, areas of growth, and
needs. Goals are created by students
with the help of the teacher.
Students take learning styles,
current knowledge, and current
level of skills in mind as they create
goals and plan steps to move
towards mastery. (12/2/20)
(4/3/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
(7/6/20)
I like to loop parents in on
the learning partnership we
have with students. During
parent conferences, we
discuss goals for their child. I
also like to inform them of
learning objectives and goals
in a quarterly newsletter.
(7/6/20)
Articulation of student goals
is clear. I communicate with
student expectations in
verbal means and written
means (on the board, in
slides or on lesson
handouts). I remind students
often. Rubrics are utilized
for all formal assessments.
All unit anchoring
phenomena or target goals
are broken down into
investigative phenomena
and smaller objectives. Goals
are set for lessons, weeks,
units, quarters, semesters,
and the entire year.
(7/6/20)
Goals made in class reflect
21st Century Skills. My goal is
to always have high
expectations for all students
and help scaffold to help all
students access and reach
these goals. (7/6/20)
Innovating
As mentioned in the previous
column, parents are part of the
learning partnership. Students hold
progress conversations with
parents/guardians with the
assistance of sentence stems and
scripts. (12/2/20) (4/3/21)
During lessons, students are
presented with the learning
objective of the day. Students
paraphrase the objective, and
answer two questions: “What am I
learning today?” and “How will I
know I mastered the objective?”
Throughout the lesson, the students
reflect on their progress. At the end
of the lesson, students re-evaluate
their mastery of the objective and
articulate next steps to meet the
objective if they do not rate
themselves high. (12/2/20)
(4/3/21)
In addition to reflecting on the daily
lesson, students reflect on the unit.
Students articulate what they have
learned so far, how that connects to
the anchoring phenomenon, and
what future knowledge will the need
to learn to be able to answer the
question or explain the problem.
(4/3/21)
Students use rubrics to monitor
progress and articulate their areas
of growth/mastery. Rubrics are
delivered to give clear expectations,
and students are expected to
evaluate themselves. Assessment,
skill, and metacognition rubrics are
given. (12/2/20) (4/3/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available Begins to plan Establishes short- and Refines sequence of long- Utilizes extensive knowledge of
4.3 Developing curriculum for daily, curriculum units that long-term curriculum term plans to reflect curriculum, content standards, and
and sequencing short- and long-term include a series of plans for subject matter integrations of curriculum assess learning needs to design
long-term and plans. connected lessons and concepts and essential guidelines, frameworks, and cohesive and comprehensive long-
short-term are linked to long- related academic language assessed instructional needs and short-term instructional plans
instructional term planning to and formats that support to ensure student learning. that ensure high levels of learning.
plans to support support student student learning. (7/6/20) (12/2/20) (4/3/21)
student learning.
learning

Due to extensive knowledge of the

curriculum and our students,
I create goals appropriate for
student learning. Long term goals
are identified in the syllabus and
revisited throughout the year. Long
term goals are also found on the
class calendar. Short term goals are
identified throughout units, weeks,
and lessons. Short term goals are
informed by formal and informal
assessments. (7/6/20) (12/2/20)
(4/3/21)

Curriculum is created and mapped

out for the entire year to ensure
pacing and sequence is appropriate.
Backwards planning facilitates a
cohesive and thorough year-long
plan and efficient units. (4/3/21)

To sequence the curriculum, I look

at the standards, content, skills, and
complexity of the lessons. The
sequencing helps reach long-term
and short-term goals. Each learning
goal will build off of the last and will
help prepare for future goals.
Students are able to articulate how
lessons fit into the scope and
sequence of the units and the year.
(7/6/20) (12/2/20) (4/3/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Lessons are sequenced in cohesive
“storylines”. Anchoring phenomena
and investigative phenomena create
a story and big picture sequence for
students to easy follow. Students are
able to apply their investigative
lesson knowledge to the anchoring
phenomena. (12/2/20) (4/3/21)

When creating learning goals for

short and long term, EL and SPED
capabilities and needs are taken into
consideration. The proper supports
and appropriate sequencing are
considered. (7/6/20) (12/2/20)
(4/3/21)

After research, participating in

professional development, and
attending workshops based on the
content and skills required in my
class, I use this knowledge to help
inform my short- and long-term
goals. Extensive knowledge of my
students helps inform the goals, as
well. (7/6/20) (12/2/20) (4/3/21)

To better create short- and long-

term goals, I collaborate with other
colleagues on campus. Co-teachers
and I will work together to identify
the needs of our students. In
addition, talking to my students’
previous teachers helps me collect
data. (7/6/20) (12/2/20) (4/3/21)

Students are able to collaborate in

creating short- and long-term goals.
Students are given choice in what
goals they would like to focus on for
their growth, and how to attain that
growth. (7/6/20) (12/2/20)
(4/3/21)
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 using a Plans instruction incorporating a
incorporates single lessons or differentiated wide range of strategies to repertoire of strategies specifically
strategies suggested sequence of lessons instructional strategies address learning styles and meet students’ diverse language and
by curriculum that respond to into ongoing planning that meet students’ assessed learning needs and styles to advance
4.4 Planning guidelines. students’ diverse addresses culturally language and learning needs. learning for all. (12/2/20) (4/3/21)
instruction that learning needs. responsive pedagogy, Provides appropriate
incorporates students’ diverse support and challenges for Facilitates opportunities for
appropriate language, and learning students. (7/6/20) students to reflect on their learning
strategies to needs and styles. and the impact of instructional
meet the Is aware of student Seeks to learn about Integrates results from a strategies to meet their learning and
learning needs content, learning, and students’ diverse Uses assessments of broad range of assessments language needs. (12/2/20) (4/3/21)
of all students language needs learning and language students’ learning and into planning to meet
through data provided needs beyond basic language needs to inform students’ diverse learning
by the site and district. data. planning differentiated and language needs.
instruction. (7/6/20)

Data must be collected from Data is collected from surveys and

surveys and assessments to
inform which strategies are
appropriate to meet all
student needs. (7/6/20)
When developing unit and
lesson plans, student
capabilities and needs are
considered. Unit and lesson
plans are built on student
prior knowledge, the
understanding of their skills,
and needs to reach their
learning goals. If there is a
gap in learning, I ensure I
have alternate lessons or
resources for students to
explore. Instructional
strategies within these
lessons are chosen to ensure
access to the curriculum by
all learners. All activities are
chosen to make sure all
students can reach the
assessments to inform appropriate
strategies to enhance student
learning. Assessments include
CELDT, Lexile, RI, etc. scores and in
class surveys and assessments.
Instruction and accommodations are
made for specific students with
specific data in mind. (12/2/20)
(4/3/21)
As mentioned in the previous
column, unit and lesson plans are
built on student prior knowledge,
the understanding of their skills, and
needs to reach their learning goals.
If there is a gap in learning, I ensure
I have alternate lessons or resources
for students to explore. Instructional
strategies within these lessons are
chosen to ensure access to the
curriculum by all learners. All
activities are chosen to make sure all
students can reach the content, and
are appropriate for the learning
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
content, and are appropriate
for the learning targets.
(7/6/20)
Different strategies are used
for different learning styles.
Kinesthetic learners are
supported through active
movement and experiments.
Auditory learners benefit
from strategies like having a
student or teacher read the
directions out loud to the
class. Visual learners benefit
from multimedia
explanations and
visuals/models to support
their learning. (7/6/20)
To ensure all students are
accessing and mastering the
content, time must be given
to learn, review, and assess
in the classroom. For this to
happen, I need to make use
of my planning time,
calendars, and time
management. Time must be
built into the curriculum
planning to allow for enough
time to do each of these
parts. Making sure all
activities in a lesson are
timed properly is also
important. (7/6/20)
The strategies I use are
determined by assessments.
Informal and formal
assessments help me adjust
instruction or strategies
when necessary. At times,
Innovating
targets. (12/2/20) (4/3/21)
Diagnostic assessments are given at
the start of each unit to gather data
on what misconceptions, prior
knowledge, and gaps exist and need
to be addressed throughout the unit.
(4/3/21)
Multiple differentiation strategies
are utilized to maximize student
learning. Strategies include:
technology assisted tools (chrome
extensions for reading, magnifying
programs for text, etc.), increased
font sizes, graphic organizers, oral
and written instructions, the use of
visual graphics/models, precision
pairing, etc. (12/2/20) (4/3/21)
Appropriate timing and sequencing
are crucial to student success.
Sequencing builds in complexity as
students move through a lesson or
unit. Appropriate time is given to
students to process and exhibit
mastery of the content. Review is
embedded into the lessons and at
the end of lesson sequences. Student
input and student data inform
pacing, review, and re-teaching
throughout a unit. (12/2/20)
(4/3/21)
The NGSS Science and Engineering
Practice Grade Bands are utilized
when creating lessons and
curriculum. If students are not
within the grade band appropriate
for that grade level, scaffolds and
focus on the growth of skills help
students reach their goals.
(12/2/20) (4/3/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
4.5 Adapting Implements lessons Begins to adapt plans Makes adjustments and
instructional and uses materials and materials in single adaptations to
plans and from curriculum lessons or sequences differentiate instructional
curricular provided. of lessons to address plans. Uses culturally
materials to students’ learning responsive pedagogy and
meet the needs. additional materials to
assessed support students’ diverse
learning needs learning needs. (7/6/20)
of all students.
To collect data and learn
about successful strategies
in the classroom, I
collaborate with
colleagues to identify
student capabilities, needs,
and interests. In addition, I
learn about activities and
strategies that have
worked in the past. I learn
which skills and content I
need to re-examine or
strength for current or
future learning. (7/6/20)
I make sure that I have
alternate options for a
lesson dependent on the
Integrating Innovating
that means instruction may
be sped up or it may be Students are given multiple
slowed down. (7/6/20) opportunities to read, write, listen
and speak throughout lessons and
Selecting the appropriate units. (4/3/21)
materials and resources for
all student needs is
important. I implement
different technologies, as
well. Incorporating literacy
is also important. Students
are given the opportunity to
improve their literacy skills
and oral skills. (7/6/20)
Makes ongoing adjustments Anticipates and plans for a wide
to instructional plans and range of adaptations to lessons
uses a variety of materials as based on in depth analysis of
the instructional needs individual student needs.
arises to support student
learning. (12/2/20) Engages with students to identify
(4/3/21) types of adjustments in instruction
that best meet their learning goals.
All lessons have multiple
accommodations to support
all subgroups. Based on
student needs, students are
given an accommodated
graphic organizer or
handout to scaffold for
student learning. (12/2/20)
(4/3/21)
Differentiation for students
is informed by data of
student needs. Data is
collected through
collaboration with
colleagues, assessment data,
student self-reflection, and
student engagement.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
collection of informal data.
Informal data comes from
monitoring answers
students have written
down, discussions, asking
questions, non-verbal
cues, and checking student
work. During the planning
of the lesson, I ensure
there are alternative plans.
The Do Now serves as a
good starting point for
initial data. If
misconceptions arise
through the lesson; I
correct them. Based on
what is observed,
modifications can be
made. Adjustments can
include: additional
examples, adding an
additional activity,
approach a concept in a
different strategy, give
extended time for students
to work on a chunk of the
lesson, or add on the fly
scaffolds. (7/6/20)
In addition to the above
adjustments, EL and SPED
students are monitored.
Additional scaffolds may
be added, such as:
additional graphic
organizers, using
technology, or supplying a
dictionary. (7/6/20)
After lessons, I reflect on
the strategies that I had
implemented. If a lesson
Integrating Innovating
(12/2/20) (4/3/21)
“Back-up Plans” are created
for all lessons and utilized
when check for
understanding or informal
data yields subpar results.
Data is collected through
multiple sources, as
mentioned in the previous
column (discussions,
informal assessments, non-
verbal cues, etc.) (12/2/20)
(4/3/21)
Extended time and
appropriate pacing for
students to reach mastery is
purposefully planned.
Specific students and
subgroups are given lesson
materials prior to the lesson,
and extended time after the
lesson. (12/2/20) (4/3/21)
Based on informal and
formal data, adjustments
will be made during lessons.
If students require
additional time to complete
a task, additional examples,
analogies, or an additional
resource, the lesson is
adjusted to ensure student
mastery of the objective.
(4/3/21)
Student choice is utilized for
students who have different
learning needs. For example,
some students are given pre-
annotated readings, while
others may be given a
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
needs adjustment in
strategy, sequencing, or
delivery, I will make
changes before the next
class. In addition, I will
reflect on the curriculum
and whether it was
successful or not. I often
ask for student input on
exit slips and after
assessments for the unit. I
also reflect on this data to
inform future planning.
(7/6/20)
Integrating Innovating
multimedia video for
analysis with the same
objective. (12/2/20)
(4/3/21)
A range of materials are
provided for student choice
when appropriate. Readings,
videos, or simulations are
examples of different
learning tasks students may
complete. Choice boards or
menus are provided for
certain units. (4/3/21)
Continuous reflection is
done during and after
lessons to ensure student
success. I keep a journal to
keep track of successful
strategies and
accommodations, and areas
of growth. (12/2/20)
(4/3/21)