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 developme. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
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. 10/2020 planning lessons. Uses cultures. 4/20/22
4/2021 culturally responsive
pedagogy in planning. Fall
2021

I have access to and While planning lessons I I am working on a

utilize ELL language make sure to think about grading system that
assessment levels to if there is any words to remove bias
determine what level of stereotyping and adjust from the final grade
accommodations might accordingly. I involve which includes not
be needed parents in the learning grading on things like
I talk with other teachers process which helps me behavior and how late
that have the same learn more about the and assignment is. It
student to find out student’s cultural focuses on what the
strategies that they have background. student is learning.
found to work with a 4/20/22
particular student
I talk to the ELD teacher
to learn more about
specific students
I talk with the student to
learn more about them
and to find out if there is
anything that they know
works well for them or if
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

there is anything that I
have been doing that they
like.
I work to activate prior
knowledge by utilizing
warm-up questions that
ask for them to talk about
what they know about a
topic.
I work to activate prior
knowledge by referencing
previous information that
we have learned that
connects to new
information.
Will translate lessons into
a particular language if a
student has a particularly
low language
proficiency10/2020
4/2021
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 10/2020 4/2021 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 10/2021 learning goals.
4/20/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I post essential questions For each lesson, I post the
for lessons to guide lesson objectives and
student learning have the students copy
I articulate verbally the them down onto their
goals work. I then read and
I am beginning to create explain the objectives in a
checklists for students to to make sure that they
see learning goals at the understand what the
beginning of lessons goals are. 10/2021
which will allow them to 4/20/22
track their progress.
I break down standards
into smaller lessons that
build up to meet the
desired learning goals
I base my learning goals
on the state and/or
national standards
10/2020 4/2021

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,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning.10/2020 learning. 10/ 2021 plans that ensure high
learning
levels of learning.
4/20/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I plan short term lessons In addition to the yellow, I am using a PBL series to
that build upon each I look at the standards teacher genetics where
other to reach long term and use my knowledge of students have been
learning goals where the students are at gathering evidence
I look at the long-term do refine my lessons to through their leaning
learning goals and build help get them from where about genetics to answer
lessons on the knowledge they are at compared to the question “If
that I know students will where the standards two sets of identical twins
need to learn before they want them to get to. get married and each
can understand the larger 5/2021 couple has a child, could
concepts. I look through the the resulting children be
The biology teachers in curriculum learning identical?”. They will then
the district have objectives and compare create a final product that
developed a timeline for them to NGSS standards answers that question
the curriculum to help us to determine what is that is filled with multiple
distribute the content missing so that I can forms of evidence.
standards throughout the supplement it. Fall 2021. 4/20/22
school year. 10/2020

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all
all students Is aware of student Seeks to learn about needs and styles. 4/20/22 .
content, learning, and students’ diverse learning Integrates results from a
language needs through and language needs Uses assessments of broad range of Facilitates opportunities
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction. 10/2020
My district uses a Pre-AP
curriculum that comes
with premade lessons
that often assume that the
students have more
background knowledge
than they actually do. I
work to scaffold the
material in a way that
helps bring them up to
that expectation to
successfully complete the
lessons.
I add guiding questions to
reading material to help
students pull out the
desired learnings.
I utilize multiple
strategies for checking for
understanding
throughout lessons. Some
examples are-peardeck
interactive slides, walking
around the classroom
when not in distance
learning, warm-up
questions, class
discussions.
Incorporate multiple
modalities into lessons.
10/2020
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and
instructional plans uses materials from materials in single adaptations to
and curricular curriculum provided. lessons or sequences of differentiate instructional
materials to meet the lessons to address plans. Uses culturally
Integrating Innovating
assessments into for students to reflect on
planning to meet their learning and the
students’ diverse learning impact of instructional
and language needs. strategies to meet their
5/10/2021 learning and language
needs.
In addition to the yellow, I incorporate ways to
I work with my co- utilize graphic organizers
teacher to address the into my lessons and work
needs of our IEP students. to allow time for students
When providing feedback to work on leaning in the
to student answers, I classroom that allows me
provide feedback that is to check in with each
meant to push that group of students and
student to a further check for understanding.
understanding compared 4/20/22
to where they are at. I
select content specific
reading passages that
meet the appropriate
reading level of the
students. 5/2021
12/5/2021
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

students’ learning needs. responsive pedagogy and materials as the analysis of individual
10/2020 5/2021 additional materials to instructional needs arises student needs.
support students’ diverse to support student
learning needs. learning. 4/20/22 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I utilize different Will provide alternative I create an outline of what

modalities throughout a assignments or I expect a lesson series to
lesson or will present translations to students go like but constantly
material in a different who do not know the make adjustments based
modality if I see that English language very consistent checking for
students are not well. 12/5/2021 understanding. 4/20/22
understanding.
I will reteach something if
I notice that the students
are not understanding it
in a lessons
I will use thing-pair-share
or variations of to help
students who might not
fully understand a
concept or might not be
completely confident in
their answer.
I sill adjust a lesson if I
notice that the students
are not understanding a
particular
concept10/2020 5/2021