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. Examines potential
development to plan Is aware of impact of bias Becomes aware of sources of bias and Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias stereotyping when stereotyping, and analysis of bias,
and seeks to learn about planning lessons. Uses assumptions about stereotyping, and
culturally responsive culturally responsive cultures and members of assumptions.
pedagogy. pedagogy in planning. cultures.

Teacher references Instructor meets with

learning targets and department to discuss
benchmark scores to plan student's academic
instruction for individual readiness, language
student needs. 7/16/21 proficiency, and cultural
backgrounds in order to
Teacher promotes fill learning gaps and
respect for student meet the needs of all
differences and learners. 12/2/21
encourages incorporating
individual cultures within Instructor plans for
Evidence
creative framework of needed differentiated
activities. 7/16/21 instruction based on the
specific needs of
individual leaners.
Partners with
department, resource
specialist, and ELL
specialist for planning, in
order to meet the needs
of all learners and avoid
possible bias. 5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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.

Teacher posts learning Teacher tasks students Instructor communicates

goal daily and discusses it
before the lesson. Then
references the goal
throughout and to end
the class. 7/16/21
with recording daily learning goals to students
learning goals and setting verbally, prompts
weekly individualized volunteers to read the
goals specific to math learning goals from the
class. 12/2/21 board, and daily learning
goals are also listed on
daily notes. Students also
connect learning goals to
real-life needs and
situations. 5/3/22

Evidence
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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. learning. plans that ensure high
levels of learning.

Teacher establishes long Instructor reviews and Instructor reviews

term framework at the refines sequence of long- comprehensive
beginning of each year, term instructional plans assessment data from all
then partners with at the beginning of and course across the grade
department for shorter throughout the year to level in the school to
term plans. More adapt to student learning partner with department
individual and refined needs. Department meets to plan long and short
plans are developed by to collaborate student term curriculum.
the teacher to meet the needs and effectiveness Instructor also uses
needs of the students. of instructional plans on a individual class data to
7/16/21 regular basis. 12/2/21 inform day to day
instruction based on the
unique learning needs of
all students to ensure
appropriately high levels
Evidence of learning. 5/3/22
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
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles. Integrates results from a Facilitates opportunities
strategies to meet content, learning, and students’ diverse learning broad range of for students to reflect on
the learning needs of language needs through and language needs Uses assessments of assessments into their learning and the
all students data provided by the site beyond basic data. students’ learning and planning to meet impact of instructional
and district. language needs to inform students’ diverse learning strategies to meet their
planning differentiated and language needs. learning and language
instruction. needs.

Teacher plans Teacher considers learning

appropriate targets, benchmarks, class
differentiations for assessments, ELL’s, and
SpEd student needs for
advanced as well as
instructional planning.
struggling learners within Google Forms are used for
each learning section to direct student feedback at
include supports and the end of each quarter to
enrichment. 7/16/21 assess learning needs.
12/2/21

Instructor incorporates the

needs of special education
students, English language
Evidence
learners, students on 504s
and IEPs, GATE students and
others with diverse
instructional needs when
planning and delivering
instruction. Students reflect
on their own learning
regularly and communicate
impact and preferences of
instructional strategies
through anonymous Google
Form response. 5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

Teacher prints physical Instructor implements Instructor follows general

copies of virtual notes adjustments and framework of curriculum
ahead of time for some adaptations to presented pacing from year to year,
struggling students so curriculum from year-to- but makes ongoing
they have less to write year based upon diverse adjustments on a daily
and more time to listen to and individual student basis to support the
instruction. This also needs. Student influences needs of all students.
allows time to write even and cultural values are Instruction is regularly
further personalized incorporated into adapted to meet
notes beyond what is instruction on an individual students needs
already structured. appropriate and effective and other
7/16/21 basis. 12/2/21 accommodations as they
arise. 5/3/22
Evidence