CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language, diverse
language, cultural cultural backgrounds, and
background, and individual cognitive, social,
4.1 Using knowledge of individual development. emotional, and physical
students’ academic development to meet their
readiness, language individual needs.
proficiency, cultural
background, and Examines potential sources
individual development Is aware of impact of bias Becomes aware of of bias and stereotyping
to plan instruction. on learning. potential areas of bias and when planning lessons.
seeks to learn about Uses culturally responsive
culturally responsive pedagogy in planning.
pedagogy.
When creating assignments,
I look at my students
individually to differentiate
my instruction. This
includes looking at AERIES
to better understand the
relationships they may have
at home with parents and
siblings, and understanding
students more fully, as
humans rather than simply
students. From there, I
create instruction to ensure
their success with the
learning material. 11/20/19
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities for
students. Matches resources supporting and extending
and specific strategies to student learning based on
students’ diverse learning comprehensive information
needs and cultural on students.
backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about cultures stereotyping, and
and members of cultures. assumptions.
When providing
assessments, students are
given a variety of tools to
show their understanding of
the learning material. For a
James and the Giant Peach
assessment, students were
given the option to write a
story, draw a picture, or film
a short video to demonstrate
their comprehension of the
previous chapters. 12/10/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring Applying
Establishes and shares Establishes and
learning goals for skill communicates to students
development with clear learning goals for
students in single lessons content that are accessible,
and sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Learning goals for each
assignment or activity are
clearly articulated at the
beginning of the
assignment. They continue
to be articulated throughout
the assignment, but it
becomes differentiated
depending on the students’
needs. For instance, I may
make the learning goal
more challenging if I feel
the student can handle it.
On the other hand, I may
alter the learning goal for
students I see need more
scaffolding or support.
11/20/19
Innovating
Establishes and articulates
comprehensive short-term
and long-term learning goals
for students. Assists students
to articulate and monitor
learning goals.
When introducing a writing
activity, learning
objectives are always stated.
Thus, students understand
the goal of their writing task.
In addition, writing activities
follow a topic they just
learned about in our ELA
curriculum or a writing/
reading standard they were
just taught. 12/10/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Uses available curriculum Begins to plan curriculum Establishes short- and long-
for daily, short- and long- units that include a series term curriculum plans for
4.3 Developing and term plans. of connected lessons and subject matter concepts and
sequencing long-term are linked to long-term essential related academic
and short-term planning to support language and formats that
instructional plans to student learning. support student learning.
support student
learning
Lessons are taught
independently for the most
part. For instance, we’ll
review addition and
subtraction, then learn
multiple and division. After
I feel confident that my
students have a good grasp
of multiple and division, I’ll
provide a project at the end
of the unit to assess their
understanding of the
learning material. Projects
will often have them
include drawing visuals, as
well as using academic
vocabulary. 11/20/19
Integrating
Refines sequence of long-
term plans to reflect
integrations of curriculum
guidelines, frameworks, and
assessed instructional needs
to ensure student learning.
I sequenced the cultural
report to include steps that
support students at all
learning levels. It begins
with note-taking and
research with support from
parents. After, students
write up notes into
paragraph form with the
help of sentence frames and
further support from me.
Then, students record
themselves creating a dish
or video that represents an
aspect of their culture.
12/10/20
Innovating
Utilizes extensive knowledge
of curriculum, content
standards, and assess
learning needs to design
cohesive and comprehensive
long- and short-term
instructional plans that
ensure high levels of
learning.
I’ve been creating more end-
of-unit projects that correlate
with the learning material.
For example, I sequence the
lessons by teaching the
content, then providing
students a task that
showcases their
understanding. From there,
students will argue the
importance of our learning
topic, such as deforestation.
4/30/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
Is aware of student content,
appropriate strategies
learning, and language
to meet the learning
needs through data provided
needs of all students
by the site and district.
Exploring Applying
Selects strategies for Incorporates differentiated
single lessons or sequence instructional strategies into
of lessons that respond to ongoing planning that
students’ diverse learning addresses culturally
needs. responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Seeks to learn about
students’ diverse learning Uses assessments of
and language needs students’ learning and
beyond basic data. language needs to inform
planning differentiated
instruction.
During math groups,
students are given the
opportunity to use a wide
variety of resources to
deepen their understanding
of the learning material.
Often times, I will ask my
class at the end of the small
groups, what they thought
of each activity and if
they’d like to use it again.
This helps with planning
future small groups as it
provides me a better
understanding of what
works well for my group of
students. 11/20/19
Integrating
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides appropriate
support and challenges for
students.
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs.
I include technology tools,
such as Splash Math and
iReady, along
with mazes and mystery
pictures that are completed
on paper in order to support
students with understanding
multiplication. Also, I work
with small groups and uses
materials, such as dice, to
engage and challenge
students. I assess students
through their results on said
activities as well as check-
ins during the lesson to
gauge their development.
12/10/20
Innovating
Plans instruction
incorporating a repertoire of
strategies specifically meet
students’ diverse language
and learning needs and styles
to advance learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.
Students provide informal
feedback when prompted to
show me with their thumbs -
up/down/or sideways.
Additionally, every week
during their weekly
reflection, they inform me of
challenges they faced with
the learning content. 4/30/21
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 adjustments Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. or sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual student
instructional plans and needs. pedagogy and additional arises to support student needs.
curricular materials to materials to support learning.
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. identify types of adjustments
students. in instruction that best meet
their learning goals.

With science, we often During distance learning, I

watch videos and then read
articles to understand the
learning material. However,
if I feel like my students are
not engaged enough or
could develop a deeper
understanding through a
different means, I will often
try to implement that in the
moment. For instance, we'll
take a walk in the school
garden or to the field when
learning about animals and
plants. Or, I’ll take out a
manipulative or show a
picture to further engage
students. 11/20/19
speak with individual
students if they are having a
difficult time with the
learning task. I will give
them different options to
show their understanding,
such as strategies used in
math, so they can best
communicate their
knowledge of the material.
12/10/20