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.(09/23/19) academic readiness academic language, Matches resources and extending student
(09/23/19), language, diverse cultural specific strategies to learning based on
cultural 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
(04/27/20) social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. (12/11/21)
individual
Is aware of impact of bias Planning addresses bias, Engages students in the
development to plan
on learning.(09/23/19) Becomes aware of Examines potential stereotyping, and analysis of bias,
instruction.
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures and members of assumptions.
culturally responsive planning lessons. Uses cultures. (04/30/22)
pedagogy. (04/27/20) culturally responsive
pedagogy in planning.
(12/11/21)

While I am aware of I do activate prior I plan differentiated I plan differentiated

student academic knowledge to help instruction based on instruction based on
readiness, language, students achieve the new knowledge of students. broad knowledge of
cultural background, and content. I always connect Throughout this year, I students. I gather
individual development, I the new lesson with have also included more information of students
plan daily lessons using things we have learned explicit SEL lessons as we through observation,
available curriculum and previously and I do navigate a year post- conversations with
the district pacing guide change the pacing of distance learning. As a students, accessing
that I helped create. lessons depending on staff, we discuss how we information from other
However, I would like to student readiness. can support students teachers, counselors, and
work on incorporating (09/23/19) (04/27/20) with their social and family members. I match
students’ backgrounds emotional needs and how resources and strategies
more in the planning of I have also used specific we can be mindful of to student needs and
lessons. (09/23/19) groupings based on these things as we plan cultural backgrounds and
individual development instruction. make sure that there are
I am aware of the impact to encourage greater a variety of resources and
of bias on learning and as learning through group Throughout this year, I practice that can meet
a result I try to use a discussions. (04/27/20) have examined potential student needs and
variety of examples from sources of bias and address students’ cultural
different disciplines when I have also read more stereotyping when backgrounds.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
using real-life math. Also,
the textbook does a great
job of eliminating
potential bias by using a
variety of names from
different cultures and a
variety of scenarios from
different backgrounds.
(09/23/19)
Communicates learning
objectives for a single
lesson to students based
4.2 Establishing and on content standards and
articulating goals for available curriculum.
student learning
Exploring Applying Integrating Innovating
articles regarding planning lessons and
culturally responsive have adjusted notes and I am also intentional
pedagogy in mathematics practice to be more about the words I use and
to learn how to address it culturally responsive. the examples in
and prevent bias in my (12/11/21) instruction to address
instruction. (04/27/20) bias, stereotyping, and
assumptions of cultures
and members of culture.
(04/30/22)
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to articulates learning goals articulates
development with students clear learning to students that integrate comprehensive short-
students in single lessons goals for content that are content standards with term and long-term
and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
(09/23/19) (04/27/20) and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
(12/11/21) (04/30/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Every lesson starts with
clear learning objectives
and an essential question
that students should be
able to answer by the end
of the lesson. The
learning objectives and
essential question are
communicated verbally at
the beginning of every
lesson and are written on
the top of every lesson’s
notes. The learning
objectives are revisited
the next day in the warm
up question where
students demonstrate
whether or not they have
met the learning
objective. (09/23/19)
(04/27/20)
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
term plans. of connected lessons and
4.3 Developing and
are linked to long-term
sequencing long-
planning to support
term and short-term
student learning.
instructional plans to
support student
learning
Applying Integrating Innovating
I continue to put the
learning goal for the
lesson on the top of my
notes as well as
communicate the learning
goals orally and connect
it to previous learning
goals and learning goals
further on in the unit,
course, or other math
course. I additionally
communicate the learning
goal and what we have
done in each class and
what will happen through
a homework stamp sheet
and on Schoology.
Parents have found the
homework stamp sheet
and the Schoology
updates to be very helpful
in communicating what
we are doing in class and
what students are
learning. (12/11/21)
(04/30/22)
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. (09/23/19) learning. (04/27/20) plans that ensure high
levels of learning.
(12/11/21) (04/30/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
The learning objectives
that I develop address
both short-term and long-
term learning. They
address content
knowledge that pertains
to the specific unit but
also are connected to
future units that require
the current unit as a
prerequisite. Academic
language is also built on
one another to further
student learning and to
achieve long-term
learning goals. Learning
activities in the beginning
of the unit help build
towards the utilization of
multiple skills at the end
of the unit. I have also
developed a year-long
curricular calendar so
that the essential content
standards are addressed
during the academic year.
(09/23/2019)
4.4 Planning Plans instruction that Selects strategies for Incorporates
instruction that incorporates strategies single lessons or differentiated
incorporates suggested by curriculum sequence of lessons that instructional strategies
appropriate guidelines. (09/23/2019) respond to students’ into ongoing planning
strategies to meet diverse learning needs. that addresses culturally
the learning needs of (04/27/20) responsive pedagogy,
all students students’ diverse
language, and learning
Is aware of student needs and styles.
content, learning, and Seeks to learn about (12/11/21)
language needs through students’ diverse learning
Integrating Innovating
As my colleague and I My department regularly
start adjusting the discusses in PLC teams
curriculum for the next and cross-content-wise
year, we are refining the how we can design a
learning objectives, more cohesive and
curriculum guidelines, compressive instruction
and curriculum plan that ensure high
frameworks. We are levels of learning. With
reevaluating what is our extensive knowledge
essential for students to of curriculum and content
know and how we are standards, we discuss
going to assess students how to best assess
to ensure their learning. students and how we can
(04/27/20) adapt our instruction to
meet student needs and
ensure high levels of
learning. We also discuss
methods of instruction
and how we can instruct
and talk about certain
content to ensure that
students have a higher
level of understanding
and a deeper
understanding of the
concepts and principles of
mathematics. (12/11/21)
(04/30/22)
Plans instruction using a Plans instruction
wide range of strategies incorporating a
to address learning styles repertoire of strategies
and meet students’ specifically meet
assessed language and students’ diverse
learning needs. Provides language and learning
appropriate support and needs and styles to
challenges for students. advance learning for all.
Integrates results from a Facilitates opportunities
broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
data provided by the site and language needs
and district. beyond basic data.
(09/23/2019)
(04/27/20)
For the most part, I have Although, my primary
one main instructional means of instruction is
strategy-- direct direct instruction, I am
instruction. While I know also using
other instructional inquiry/discovery
strategies, I have learning, group learning,
difficulty incorporating and group discussions,
them to deliver content. and the flipped
(09/23/2019) classroom. I also use
project based learning for
a unit. (04/27/20)
Based on assessment
data, I provide scaffolding
of instruction and extend
instruction. I also build on
previous learning by
always connecting what
we are learning to the
relevant content we have
learned previously. I also
have a variety of ways to
check for student
understanding during the
lesson such as cold
calling, group work, think
pair share, student
observation, and whole
classroom response.
Students also have many
opportunities to practice
academic language.
(09/23/2019)
(04/27/20)
I have also used Flipgrid
Applying
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction. (12/11/21)
I incorporate
differentiated instruction
strategies in ongoing
planning. I use the flipped
classroom, explicit
instruction, reteaching,
diagrams, pictures,
leveled practice,
discovery activities, and
more in order to address
students diverse learning
needs, styles, and culture.
I also regularly use
assessments of students’
learning and language
needs to inform planning
differentiated instruction
such as looking at their
warm ups, their practice,
and their summative
assessments. I use the
date from assessments
and practice to provide
differentiated instruction
ofr my flipped classroom.
Based on their answers
from the Nearpod and
prior practice on
DeltaMath, I am able to
find students who are
struggling and provide
them with small group
instruction and to pull
them into my
intervention
period/tutorial period for
Integrating Innovating
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
(04/30/22) needs.
I plan instruction using a
wide range of strategies
to address learning styles
such as video lectures
where students can
control the pace of
instruction that meets
their needs whether they
need it to be slower or
accelerated, inquiry and
discovery based learning,
direct instruction, guided
instruction, and more.
Students have
appropriate support and
challenges through the
use of adaptive practice
and leveled practice.
I integrate results from a
broad range of
assessments into
planning such as from
warm ups, individual
practice, group work,
classroom observations,
classroom and
partner/small group
conversations, results
from formal assessments,
and much more.
(04/30/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
to assess student
language needs and to
encourage accuracy and
proper use of academic
vocabulary. (04/27/20)
Implements lessons and Begins to adapt plans and
uses materials from materials in single
curriculum provided. lessons or sequences of
lessons to address
4.5 Adapting students’ learning needs.
instructional plans (09/23/19) (04/27/20)
and curricular
materials to meet the
assessed learning
needs of all students.
While a lot of the
materials I use are part of
the provided curriculum,
I do modify instructional
plans to reteach missing
concepts. I also provide
different levels of support
through the use of
focused note-taking so
that students are more
aware of their own
learning needs and are
able to self-advocate for
them. As I assess
students, I am more
aware of their difficulties
and am able to address
them in the current
lesson or the next day. I
provide modifications
such as offering different
types of examples,
providing visuals to
Applying
reteaching and more
guided instruction.
(12/11/21)
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Integrating
Makes ongoing
adjustments to
instructional plans and
uses a variety of
materials as the
instructional needs arises
to support student
learning. (12/11/21)
I make ongoing
adjustments to
instructional plans based
on assessment data from
students. I use a variety of
materials as the
instructional needs arise
to support student
learning. I also provide
extra resources on
Schoology to supplement
my students’ learning. I
realized that although my
students were able to
show mastery in class
when we were practicing,
sometimes for complex
processes, they were
forgetting some of the
steps when they were
continuing to practice at
home. As a result, I began
linking extra resources on
Innovating
Anticipates and plans for
a wide range of
adaptations to lessons
based on in depth
analysis of individual
student needs.
Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
(04/30/22)
I anticipate and plan for
adaptations to lessons
based on analysis of
student needs and based
on results from
assessments. I also
communicate with my
PLC team when we notice
group trends in regards
to student needs and how
we can adapt and adjust
our lessons to deepen
student understanding.
I also engage my students
to identify types of
instructions in instruction
that best meet their
learning goals by asking
them how they best learn,
what type of practice they
prefer, and asking them
to provide feedback on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
model a concept, Schoology to provide instruction. (04/30/22)
extending time for them with the needed
students to work, and support for practicing at
breaking up tasks into home. Sometimes they
smaller pieces. are videos, example
(09/23/19) (04/27/20) problems, or extra
practice. I also show them
Also, based on student how to access the extra
misconceptions from the resources and would
previous period, I am able occasionally show them
to adjust my instruction the extra resources in
for the following periods. class if students were still
(04/27/20) struggling but did not
look on Schoology.
(12/11/21)