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 9/16/21 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 Planning addresses bias, Engages students in the
instruction. on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. 9/16/21 culturally responsive
pedagogy in planning.

9/16/21: I use the beginning

of the year assessment data
to help guide my lessons
throughout the rest of the
school year. For students
that score below grade level
at the beginning of the
school year, I have made
sure to watch their test/quiz
scores because I know the
assessment data is not
always accurate. I make sure
to give extra help to those
students while lessons are
being taught and provide
additional resources to
families if needed. Our staff
attended an anti-bias
training last year to help
guide us in the classroom.
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 9/16/21 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

9/16/21: Before teaching

a lesson, I make sure
students are aware of
what we are going to
learn. In my classroom I
have our goals for the
week, so students are
able to reflect back on
that.

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. 9/16/21 learning. plans that ensure high
levels of learning.

9/16/21: Since this is my

2nd year in 4th grade, I
know a little bit better of
what the expectations are
for students from short
term to long term. I am
more aware of where
they should be at the
beginning of the year and
where they need to be at
the end of the year. While
we have short term
weekly assignments, we
also have long term
assignments because we
want to see them
progress over time. For
example, at the beginning
of the school year we give
students a cold write
without any instruction
and then we teach them
writing skills. At the end
of the year, we have them
do another year and we
are able to see their
growth.
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 9/16/21 Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs broad range of for students to reflect on
all students data provided by the site beyond basic data. Uses assessments of assessments into their learning and the
and district. students’ learning and planning to meet impact of instructional
language needs to inform students’ diverse learning strategies to meet their
planning differentiated and language needs. learning and language
instruction. 9/16/21 needs.

9/16/21: I use a variety

of strategies to help my
students learn in the
classroom. For example,
our 8 vocabulary words
we have this week,
students start off the
week filling in a chart
with: the word, definition,
picture, sentence, and
antonym/synonym. The
next day, students
complete a story using all
of the words. Each day in
class we also play a
Kahoot game for students
to review the definitions.
When we read our ELA
story throughout the
week, all of our
vocabulary words are in
there, so I ask students
what those words mean
while we are reading.
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. 9/16/21 learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

9/16/21: I am constantly
making adjustment to my
plans in order to fit the
needs of my students. I
noticed after the first
week that students
needed to focus a lot
more attention on their
vocabulary words, so I
made sure to emphasis
those words more
throughout the week. I
also noticed students
need to study more for
our math quiz, so I sent
him an optional extra
practice for them to
complete. I always keep
in mind all of my students
different needs.