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 based on instruction that provides
information from district additional assessment knowledge of students’ broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and backgrounds, and diverse learning needs comprehensive
of students’ academic individual development. individual cognitive, and cultural backgrounds. information on students.
readiness, language social, emotional, and
proficiency, cultural physical development to
background, and meet their individual
individual needs. Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of stereotyping, and Engages students in the
instruction. on learning. potential areas of bias Examines potential assumptions about analysis of bias,
and seeks to learn about sources of bias and cultures and members of stereotyping, and
culturally responsive stereotyping when cultures. 7/28/2021 assumptions.
pedagogy. planning lessons. Uses
culturally responsive
pedagogy in planning.

I use what I know of my

students based on files,
conferences w/previous
teachers/therapists,
families, and pre-
assessments to match my
instruction with each
student’s individual and
diverse learning needs
and cultural backgrounds.
I learn about the student
as a whole person with all
the above and plan
accordingly. We
regularly discuss
cultures, characteristics
of the members of
different cultures, KWL
charts for lessons, and
explore content using
multiple modalities.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

7/28/21
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. 7/28/2021 to articulate and monitor
learning needs. learning goals.

I connect subject matter

and lessons to real life by
making connections using
discussion, q&a, role-play,
and time to research and
reflect. Students then
understand the goal of
our lessons and together,
we find ways that the
subject matter is or can
be interesting to them.

Students are given a

rubric for all assignments
so that they know what is
expected of them.

Students are frequently

given a Choice Board so
that they can choose their
preferred project type,
furthering the connection
between the content
standards and their
strengths, interests, and
learning needs.
7/28/2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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. 7/28/2021 learning. plans that ensure high
levels of learning.

I create lessons based on

my curriculum with both
the short-term and long-
term plan in mind. I use
the Backward Design
Model in order to clearly
identify standards and
goals and work
backwards to establish
our roadmap.

I keep notes on lessons

taught so that I can revise
and adjust as needed for
future teaching of the
same or similar lessons.
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
7/28/2021 needs.

I make sure to take each

student into
consideration when I plan
lessons. For my students
who need more help with
reading, I may support by
reading aloud and asking
them read with me,
helping to build up
confidence. For students
who need help with
multiplication math facts,
we will sing our math
facts songs or use hand-
tricks to help with recall.
I gather information on
these needs from formal
and informal assessment,
conferencing with
previous
teachers/interventionists,
and from student files.
7/28/2021
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. 7/28/2021 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I am constantly
monitoring student
understanding by asking
questions, having
students teach what they
know, and give verbal
cues and/or hand
gestures, in addition to
other formal and informal
assessments. Whenever
something is not clear to
a student, I ask questions
about why it isn’t clear
and work to adjust the
lesson and instruction so
that student fully
understands.
7/28/2021