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 and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

Differentiated instruction
is available in all my
classes to address the
academic, language,
social, and emotional
needs of all students in
general and students with
disabilities in particular.
For example, this year I
have a student with
ADHD. I prepare for him
different instruction that
meets his needs.
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5/1/20
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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.

One of my goal as an I share the learning goal

educator is to address and the content
students’ diverse learning standards at the
needs. Creating thematic beginning of each week.
units allows me to create They are also written on
and design different the first page of their
instruction that meet handouts
different student’s need. 5-7-21

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
4.3 Developing and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
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.

At the beginning of the I review ACTFL standards

year, I design for each before I start designing or
students a long term goal teaching any thematic
based on his or her level. unit. Also, I make sure to
Throughout the year I integrate Arabic language
break the long term goals with other subjects. For
to short goals to achieve example, in third grade
the long term goal. students learn about
9/25/19 services in their city.  So, I
5/1/20 integrate that in Arabic
12-12-20 language too in the unit
“Trip in my City”. 
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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
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students 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.

After each assessment

either formative or In order to meet my
summative, I sit with my students’ need, I make
colleague to review the sure to include different
result and make the instructional activities
needed modification to format as well as different
provide appropriate assessment format for
support and challenges students to choose from.
for students. In this way students will
9/25/19 get the opportunity to
5/1/20 choose what meet their
needs as well as their
learning styles.
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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
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I make adjustment that I At the beginning of each

need to my instructional unit, I gave my students a
plan and use different KWL Chart that help them
materials to support this identify what they know
such as using technology about the new topic, what
inside classroom. Using they want to know, and
visual aids and hands on they revisit this document
materials help me to again to add what they
support students learned. However, I
learning. collect this paper at the
9/25/19 beginning of the unit and
5/1/20 do the adjustments
needed to meet students
learning goals as they
stated of “what I want to
know”
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