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 based instruction that provides
information from district additional assessment knowledge of students’ on 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 individual backgrounds, and diverse learning needs comprehensive
of students’ academic development.9/22/21 individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.9/22/21
pedagogy. culturally responsive 5/8/22
pedagogy in planning.

I plan lessons for I regularly ask students to

foundational skills based consider and discuss the
on students’ needs as presence of bias,
determined by stereotyping, and
assessment.9/22/21 assumptions in learning
resources and
In addition to the above, I content.9/22/21
use cultural background of
students to plan writing In addition to the above, I
tasks, such as having ask students to consider
students write an the presence of bias in
advertisement for a Eid historical documents
carnival ,which is a holiday 5/8/22
they celebrate. 5/8/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of
student learning lessons.9/22/21
I present learning
objectives in the objective/
success criteria format for
some lessons, but not
consistently across all
lessons. 9/22/21
Establishes and Establishes and articulates Establishes and
communicates to students learning goals to students articulates comprehensive
clear learning goals for that integrate content short-term and long-term
content that are accessible, standards with students’ learning goals for
challenging, and strengths, interests, and students. Assists students
differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.5/8/22
I share learning goals that
are clear using the John
Hattie learning goal format
beginning with “today I am
learning to” and “I know
I’ve got it when I can…”
This format presents the
learning goal first and a
checklist of tasks to
complete known as a
success criteria. 5/8/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning.9/22/21 and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. 5/8/22 learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.

I sequence content I planned a month-long

standards and divide them
into units of instruction. I
develop a year-long plan of
instruction. 9/22/21
unit on timelines whereby
students produced a
timeline of American
history including all the
major events in their
textbooks. I taught
students academic
vocabulary related to this
project such as
“chronological order.”
5/8/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single
incorporates strategies lessons or sequence of
suggested by curriculum lessons that respond to
guidelines. students’ diverse learning
needs.9/22/21
4.4 Planning
instruction that
incorporates
appropriate Is aware of student Seeks to learn about
strategies to meet the content, learning, and students’ diverse learning
learning needs of all language needs through and language needs
students data provided by the site beyond basic data.
and district.
I choose strategies for
instruction that I know to
be relevant to my students’
diverse learning needs. For
example, many of my
students are weak in
academic vocabulary, so I
choose multiple modes of
instruction to teach
vocabulary at the
beginning of lessons.
Students are interested in
educational technology
and work at different
paces, so I post
asynchronous learning
activities on google
classroom for students to
complete in class during
centers. 9/22/21
Incorporates differentiated Plans instruction using a Plans instruction
instructional strategies wide range of strategies to incorporating a repertoire
into ongoing planning that address learning styles of strategies specifically
addresses culturally and meet students’ meet students’ diverse
responsive pedagogy, assessed language and language and learning
students’ diverse language, learning needs. Provides needs and styles to
and learning needs and appropriate support and advance learning for all.
styles. 5/8/22 challenges for students.
Facilitates opportunities
Uses assessments of Integrates results from a for students to reflect on
students’ learning and broad range of their learning and the
language needs to inform assessments into planning impact of instructional
planning differentiated to meet students’ diverse strategies to meet their
instruction.9/22/21 learning and language learning and language
5/8/22 needs. needs.
I completed diagnostic
assessments in all areas of
literacy at the beginning of
the year and use the data
to inform my instruction to
meet students’ varied
needs. 9/22/21
I use different strategies
based on students’
learning needs. For
example I use Freckle as a
tool to differentiate
reading practice based on
students’ reading levels.
5/8/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
4.5 Adapting address students’ learning
instructional plans needs.9/22/21
and curricular
materials to meet the
assessed learning
needs of all students.
I alter some lessons from
the curriculum to be more
engaging and address
students’ needs. I include
images, videos, hand
motions, and educational
technology. I adapt lessons
for struggling students or
advanced students.
9/22/21
Makes adjustments and Makes ongoing Anticipates and plans for a
adaptations to adjustments to wide range of adaptations
differentiate instructional instructional plans and to lessons based on in
plans. Uses culturally uses a variety of materials depth analysis of
responsive pedagogy and as the instructional needs individual student needs.
additional materials to arises to support student
support students’ diverse learning. Engages with students to
learning needs. 5/8/22 identify types of
adjustments in instruction
that best meet their
learning goals.
I adapt instruction to
include sentence frames or
guiding questions for
students who need extra
support for critical
thinking. I also allow
students to use English
vernacular when speaking
as a way to bridge between
home culture and school
culture when academic
language is not the
learning goal. 5/8/22