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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds. 11/6/21
readiness, language
physical development to 2/21/22
proficiency, cultural
meet their individual
background, and
needs. (5/6/21)
individual
Is aware of impact of bias Becomes aware of Engages students in the
development to plan
on learning. potential areas of bias Examines potential Planning addresses bias, analysis of bias,
instruction.
and seeks to learn about sources of bias and stereotyping, and stereotyping, and
culturally responsive stereotyping when assumptions about assumptions.
pedagogy. planning lessons. Uses cultures and members of
culturally responsive cultures. 2/21/22
pedagogy in planning.
(9/22/20)

When planning lessons, I I plan differentiated
am aware of the potential instruction, use front
areas of bias and I plan loading and small groups
for responses within the for intervention, and
lesson. Right now, in ELA, utilize different
we are going through a instructional strategies to
government unit that talk develop instruction.
about voting right for 11/6/21
particular groups of
people. I plan ahead This year I decided to
knowing what types of give my students a
bias I may have, or my multiple intellegice test to
students might have, and provide my knowledge of
add in discussion time for their learning styles. I
use to respond to each was a great activity for
other and to keep our my students to ask each
bias’s in check. (9/22/20) other question, as well as
to know their own
In my district, we use an learning style and what
instructional tool called type of career they could
iReady. iReady is great for have in the future.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
extra practice of reading 2/21/22
and math skills. Twice a
school year, students
complete a diagnostic test
for iReady to see what
skill level they are at in
both subjects. As
teachers, we can use this
information to help
create leveled groups and
see if there are students
that need extra help or
intervention. This tech
tool will help me prepare
lessons because I now
know what level of
academic readiness this
student is at. (5/6/21)

















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 (9/22/20) (5/6/21) and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 2/21/22 to articulate and monitor
learning needs. 11/6/21 learning goals.

At the beginning of each I establish and My students are able to
lesson, I verbally tell my communicate clear articulate their learning
students the learning goal learning goals for goals and why they are
for that lesson or lessons. students. I use challenges important. They are
We discuss why it is and projects to aware that each lesson is
important to be learning differentiate instruction. connected to an overall
what we are and look at 11/6/21 goal or understanding.
the standard that they Each goal has specific
will be accomplishing. expectations, and they
(9/22/20) are made aware of what
is expected of them to
I have now been putting show mastery of the
the learning goals on my content/material.
slides for my students to 2/21/22
see. I show my students
their learning goal so that
they know what they
should be trying to
accomplish throughout
the lesson or after the
lesson. I read the goal to
them as well. (5/6/21)

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. (9/22/20) 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 (5/6/21) that support student needs to ensure student short-term instructional
learning learning. learning. 2/21/22 plans that ensure high
levels of learning.

I use the curriculum This school year I have My students have daily I have two 6th grade co-
available to plan my been using a digital short-term assignments teachers. They are both
lessons. I also plan my lesson planner. It only that I mix with long-term veteran teachers. One is
lessons according to the shows a week at a time, assignments. Currently currently teaching a
things that my students but I have created a they are working on a 5th/6th combo class but
will be tested on at the whole google slide deck multi-day group project has only have taught 6th
end of each unit or that I have put all the for social studies. grade before this year.
chapter. This includes weeks together for the 11/6/21 The other is new to the
daily, short, and long- course of the year. I plan grade level but has taught
term plans. I use daily this way and am then able for many years. We
lessons to help my to post it for my students collaborate on lessons
student accomplish larger to view for the week. I and ideas as a grade level
assignments later. plan by subject so that team. During our PCL
(9/22/20) they students are time, we create short-
prepared for what we will term and long-term
be learning throughout instructional plans to
the week, and if they miss help support our
anything. (5/6/21) student’s learning.
2/21/22
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 (9/22/20) 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 needs and styles.
strategies to meet content, learning, and Seeks to learn about 11/6/21 Integrates results from a Facilitates opportunities
the learning needs of language needs through students’ diverse learning broad range of for students to reflect on
all students data provided by the site and language needs Uses assessments of assessments into their learning and the
and district. beyond basic data. 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. (5/6/21) 2/21/22 needs.

I am always looking for Because I am teaching While planning, I take all
new ways to bring fully online for the year, it my student’s learning
content to students. I try is hard for me to see all needs into consideration.
to use diverse methods the work my students do Different strategies allow
such as videos, audio, and in real time. I found some students to master the
visuals. We use graphic great websites content, and I plan
organizers and breakout (Whiteboard.chat & assessments are
rooms so that it is not just Whiteboard.fi) that allow throughout my lessons
listening to me talk. I use me to see my students and adjust for individual
game to break up the working in real time. This needs. 2/21/22
content in a fun way. way, I can help students
Every student learns that may be struggling
differently, and I am with the material right
always asking them what way, instead of after they
they have liked the best have completed a
and finding things that worksheet or an
will help them learn assignment. It also allows
better. (9/22/20) me to assess the learning
needs in-the-moment and
plan differentiated
instructions if needed.
(5/6/21)

I incorporate
differentiated instruction
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
based on student’s needs.
My students on an IEP get
extra time and different
assignments based on
their learning needs.
11/6/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students


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
(9/22/20) additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. (5/6/21) learning. 11/6/21 Engages with students to
assessed learning
2/21/22 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I try to adapt my lessons Throughout out my Almost every lesson I
as best I can. I have lessons, and while using make adjustments to my
students that could the curriculum, I am able instructional plans.
qualify for GATE right to modify instruction or Sometimes it might be
now and students that adjust learning goals for because technology is not
need extra time to specific students, if working properly or
accomplish similar tasks. needed. When we other times it because my
My school has a fair finished with learning students are not
amount of flexibility and I multiplication facts, every understanding the
am trying to navigate and week my students had a material. I support all
find the best fact that they were their learning needs and
accommodations for each practicing and then teach small groups when
student. I try to make would take a factor test necessary. 11/6/21
everything that I post on at the end of the week.
online, but also offer that The factor tests were I make sure to modify my
student may print and timed (to test fluency), expectations for my
use as a hard copy. When however, I noticed as the students that need it. I
it comes to larger factors became bigger, give more explicit
assignment, I let students the time was a struggle instructions to students
have more flexibility of for some students. So, I who need more guided
how they want to present changed up how I help. When I notice a
or turn in. For math, I implemented the test. I student who
have used Flipgrid so still had them take the misunderstands, I make
students can use words to test with the class and be sure to reteach to them in
explain their math timed, but I wanted them a different way, ask what
process instead. to finish the test fully so they are not
(9/22/20) that they still got the understanding, or adjust
practice they needed. to a simpler way.
This allowed me to see 2/21/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

their fact fluency, but all
test for mastery.
(5/6/21)