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
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
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.
culturally responsive
pedagogy in planning.

07/15/21 12/01/21

The culture bag Students in my class are

presentation is something
I start my class with every
year. This allows for
cultural tolerance and
respect. However, I teach
my students how to
disrupt hurtful languages
through activities and
lesson plans from Social
Justice or Teaching
Tolerance. To incorporate
the students cultures, I ask
students to present
throughout the year to
give us a glimpse of major
religious, cultural and
social aspects of their
lives.
working and reflecting on
language, bias and
stereotyping through
activities from This Book
is Anti-Racist. I also
incorporate activities that
emphasizes the voices of
the historically
marginalized people. For
example, we looked at the
Declaration of
Independence this past
week. After we did, we
worked on primary
sources from an Enslaved
council, Abigail Adams
and Choctaw Indigenous
folx responding to the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Second Continental
Congress.

04/22/22

Students are using skills of

narratives and
counternarratives. As they
are reading and learning
about different content
throughout history they
are asked the same critical
thinking questions
through the elements of
thought.
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. to articulate and monitor
learning needs. learning goals.
Updated 12/01/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans.
sequencing long-
term and short-term
instructional plans to
support student
learning
Emerging Exploring
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
Applying Integrating Innovating
07/15/21 04/22/22
When creating curriculum The long-term goals
maps, there is a section beyond content is to
where I split learning cultivate a series of skills
goals depending on the when students are
students and with the help studying history. I follow
of the Spectrum team and the Elements of Thought
the ELL coordinator, I when studying history and
attempt to create realistic also seek Stanford’s
and tangible goals. Historical Thinking Skills
as a resource when asking
There is a section for critical thinking questions.
ELL
Exceptionalities
Executive Functioning
Gifted
12/01/21
I am still working on
creating an inclusive
environment for all my
learners. I would say that I
am not at innovating yet.
However, after this year I
am learning how to
differentiate instruction
better to meet the needs of
my students and to utilize
technology to enhance
student learning.
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. learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
07/15/21
I find myself applying in
this area because I do not
use as much data driven
records for long term and
short-term goals. I do
master data through
various formative and
summative assessments,
but I can be more mindful
in the way I use data to
inform this. I come up with
short and long term
curriculum maps because
I have an open line of
communication and
support with my fellow
colleagues who assist with
some of my students but I
want to ensure that I
refine it for the better
rather it is in my next
lesson, unit or following
year.
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies
instruction that guidelines. respond to students’ into ongoing planning
incorporates diverse learning needs. that addresses culturally
appropriate responsive pedagogy,
strategies to meet students’ diverse
the learning needs of language, and learning
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning
language needs through and language needs Uses assessments of
Integrating
12/01/21
I am working on this
closely with the 5th grade
teacher for a smoother
transition with incoming
6th graders into social
studies. We are meeting
biweekly as a k-8 effort. I
am going back to my
curriculum and changing
the language to be more
inclusive, incorporated
standards from UCLA
public history and
updating lessons ideas as
I go along.
Plans instruction using a
wide range of strategies
to address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenges for students.
Integrates results from a
broad range of
Innovating
04/22/22
The short-term and long-
term instructional plans
include the following:
- Short term:
refine
lessons/readings
based on
students needs.
- Collect data to
check and reflect
on students
learning and my
practice.
Once I reflect on the data,
and what my students
need for the time, I refine
my work. For example I
noticed my 8th graders
needed to strengthen
their expository writing
skills so the 8th grade
teacher and myself
collaborated together to
ensure we implemented
strategies throughout the
year.
Plans instruction
incorporating a
repertoire of strategies
specifically meet
students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities
for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction.
assessments into
planning to meet
students’ diverse learning
and language needs.
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.

07/15/21
I attempt to reach all my
students in the classroom
through a variety of
planning. I meet with the
Spectrum Team, Gifted
Program Coordinator, and
ELL Coordinator to ensure
that I have adequate
support on how to reach
my students. I then plan
instruction accordingly. I
am very fond of using the
Big History Project along
the curriculum, I have
built over the years
because it allows me to
adjust Lexile levels, voice
to talk lessons, visual
presentations of major
concepts and videos.
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing
instructional plans uses materials from materials in single adaptations to adjustments to
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and
materials to meet the lessons to address plans. Uses culturally uses a variety of
assessed learning students’ learning needs. responsive pedagogy and materials as the
needs of all students. additional materials to instructional needs arises
support students’ diverse to support student
learning needs. learning.
12/01/21
I am meeting students’
needs by adding a playlist
of activities so students
can have autonomy to
pick an assignment that
will highlight their
strength or emphasize
growth. I am also utilizing
technology and enhanced
tools to help learning
become more meaningful
for my students with
exceptionalities.
04/22/22
Students deeply reflect on
their learning through
journaling. This is a
process we do a few times
a week especially when we
are covering topics that
needs critical thinking, but
also moments to pause
and reflect.
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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
07/15/21
I adjust see what fits my
students and use a variety
of instructional aides to
support all different types
of learners, however I feel
like I’m still in the
applying stages because I
want to encourage depth
analysis of the activities,
and sometimes to get
there I need more time
with the students after
delivering the information,
Integrating Innovating
instruction that best meet
their learning goals.
12/01/21
As mentioned above, I am
working on refining my
curriculum. I meet with
my history department
weekly and with K-8
biweekly to ensure we are
working towards creating
a more inclusive
curriculum.
04/22/22
I adjust regularly and
based on the needs of my
students. I adjust daily,
weekly and when
reviewing my curriculum
guide for the month and
the following year.
Daily adjustments include
checking to see
understanding by
conducting exit tickets or
guided practices that can
help me assess.
Weekly adjustments
include what skills do my
students need to
strengthen.
Monthly include what
skills do I want to apply
for the next unit.