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 4/9/22.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. 7/16/21
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures. 4/9/22
culturally responsive
pedagogy in planning.
7/16/21

I do my best to I continue to differentiate
differentiate my lessons my instruction in my
based on student needs. I ways mentioned
do this through small previously. I have tried
groups, centers, and add more culturally
individual student inclusive read alouds
modifications. I want to (especially the ones we
be better at starting my did during Black History
lessons with a KWL chart Month and Women’s
or sharing background History Month), in order
knowledge the students to address the bias we see
have. During reading in our world today.
groups and read-aloud, I Students were able to
do my best to choose research about an
texts that the students important person in
can relate to on a women’s history (they
cognitive, social, selected Ruby Bridges),
emotional, and/or and after integrating their
physical level. 7/16/21 reading with informative
writing, they shared their
I want to be better at informative writing at our
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
using culturally school-wide morning
responsive pedagogy in announcements. 4/9/22
my lessons. When we
read or listen to stories
about difficult or
confusing topics, I keep it
very open and discussion-
based. All answers and
thoughts are welcome on
the rug. 7/16/21

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. 11/1/21 to articulate and monitor
learning needs. 7/16/21 learning goals.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
Each morning, we review As a PLC, we got together
the goals and objectives and reviewed all of our
for our day. This also assessment data from the
include social and recent STAR assessments
emotional goals. When I in early literacy, reading,
feel like a need isn’t being and math. Based on what
met or there is a student we saw, we sent PLC-
under-represented in my wide goals for reading
classroom, I love to find a and math. We filled out
book that we can talk the STAR math
about. 7/16/21 form and STAR reading
form, detailing our goals
for each category. I
wanted my students to be
aware of the goals we had
for them, so I printed
these signs for my
whiteboard and hung
them up to remind
students what we are
working toward. I love
that it keeps everyone
accountable. 11/1/21

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. 7/16/21 learning. 11/1/21 plans that ensure high
levels of learning.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
My long-term goals are all I wanted to add to
listed in my subject-by- my long-term reflection
subject pacing guides. My and planning of my math,
short-term goals, ELA, and reading units, so
discussed between my my partner teacher and I
partner teacher and I, are collaborated on what we
recorded in my planner felt was missing. We felt
and on Planbook (digital as though we needed a
planner.) I use Bloom’s simplified version on our
Taxonomy and other year-long pacing guide,
academic language in our and found one that we
objectives. 7/16/21 felt best fit our
instructional needs. I
have this Third Grade
CCSS Monthly and Yearly
pacing hung next to my
desk for me to reference
as I fill out my Planbook
each week. 11/1/21

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
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning
students’ diverse appropriate support and needs and styles to
instruction that
language, and learning challenges for students. advance learning for all.
incorporates
Is aware of student Seeks to learn about needs and styles. 11/1/21 4/9/22
appropriate
content, learning, and students’ diverse learning 7/16/21
strategies to meet
language needs through and language needs Integrates results from a Facilitates opportunities
the learning needs of
data provided by the site beyond basic data. Uses assessments of broad range of for students to reflect on
all students
and district. students’ learning and assessments into their learning and the
language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 7/16/21 and language needs. learning and language
11/1/21 needs. 4/9/22

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
At the beginning of the I saw the need to In order to meet the
year, I send home a few streamline the social and emotional
surveys to parents. One of paperwork that families needs that I was seeing in
which has them tell me and teachers see at the my students behavior in
how their student learns beginning of the year and and out of the classroom,
best. Using this organized all information I attended a professional
assessment data, I am into this Google Form. I development presented
able to incorporate visual, use this form for basic by Advancement Courses
audio, and kinesthetic student information, but on Social Emotional
elements into our lessons. also as a way to address Development, An
7/16/21 learning styles and get to Exploration into Social
know individual student and Emotional Learning.
I try to assess my needs. It also keeps the Learning the foundation
students in multiple data readily accessible for of SEL as well as the
ways. It is not always a me to go back and positive outcomes of
paper and pencil test. reference as needed. using it in the classroom
Sometimes they present 11/1/21 has motivated me to use
their writing on Flipgrid, more SEL strategies to
other times they create a better meet the needs of
poster of their animal my diverse students.
habitat, sometimes they When their social and/or
record their answers into emotional needs are met,
the microphone feature. they are able to better
This benefits those focus on their academics.
students who excel in 4/9/22
other ways than your
standard test. 7/16/21
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. 7/16/21 learning. 4/9/22. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
My lessons are constantly Recently I have had to
being adapted based on make many adjustments
formative assessment to our classroom plans
data I collect, individual based on students being
conversations with out sick, behavior issues
students, and arising, students needing
collaboration with my emotional breaks, etc. I
partner teacher. I also use have tried to utilize my
my small groups as a way part-time classroom aide
to adapt the materials to more and have her work
the level of each student with those 2-3 students
(i.e. using a higher Lexile that benefit from small
for my higher group and a group instruction and
lower Lexile for my lower support. 4/9/22
group.) 7/16/21