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. (03/23/22)
pedagogy. (09/21/20) planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

Lessons that are planned I would rate myself as Based on formative

is adjusted according to integrating for this assessments and pre-
student’s academic element. To appropriately assessments, I plan to
readiness and match resources and differentiate my lessons
development. For specific strategies to accordingly. For instance,
instance, in my Pre- students diverse learning I know for some of my
Calculus class I notice a needs and cultural IEP student’s they
majority were struggling backgrounds, lesson is struggle processing a
with factoring quadratics integrate prior large text of information
and made the decision to knowledge or cultural so I would put any large
spend an extra day on relevance. For instance, in text on Nearpod. Student
this because this topic is my Pre-Calculus class are given the option to
foundational to move students are covering a annotate and work with
onto the next lesson. It is new topic regarding trig their partner. I would
important to adjust and identities. To make this normally break down any
decisions to best meet the abstract concept of using large text with 3
needs of your students, substitution to simplify questions. “What is the
otherwise more students he expression further. information about?”,
will fall farther behind Students were provided What is the most
and might discourage with a comparison important information?”,
their overall learning example using emoji and and “What are they
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

development. social media texts. asking us to do?”.
Students were overall (11/23/21)
engage and as a result
student’s expressed more To address issues of bias,
confidence in their stereotyping, and
performance after assumptions I present my
completing the exit ticket. students with daily facts
(05/04/21) regarding news around
the world. Students can
view these videos
through Desmos platform
and on the following slide
are given a series of
reflection questions.
Students reflect and
discuss topics they relate
to or find surprising. As a
classroom, we form a
whole classroom
discussion. (03/23/22)
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-
on content standards and students in single lessons goals for content that are content standards with term and long-term
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
(09/23/20) and differentiated to interests, and learning students. Assists students
address students’ diverse needs. (04/25/22) to articulate and monitor
learning needs. learning goals.
4.2 Establishing and
articulating goals for
Establishes and
student learning
communicates to
students clear learning
goals for content that are
accessible, challenging,
and differentiated to
address students’ diverse
learning needs.
(11/23/21)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

In the beginning of every As of now, I would rate I would rate myself as
lesson the learning myself as applying. For integrating in this
objective and language every lesson, learning and element because I commit
criteria for success is personal goals are to student’s creating and
communicated to my establish clearly in the articulating their learning
students. Students are beginning of class. goals both verbally and
asked to write it down in Students are provided visually throughout every
their notes and highlight with 5 minutes to reflect lesson. Student learning
the main idea. The daily and create their own goals are based off what
objective is based off the learning goal that they student’s learned and
content standards wish to accomplish by the accomplished the
addressed or build on in end of class. (03/16/21) previous lesson and
that lesson. I have my students are given re-take
students check if they met quizzes to improve their
that objective by the end In addition, student can mastery on whether or
of class by completing compare and rate how not they met that goal.
their exit ticket with at well they met the class (04/25/22)
least 75% accuracy. lesson’s objective and
their own learning goal.
The objective and
learning goal are in
correlation with the
content standards built in
every lesson. I feel like it
is important for students
to reflect and have
autonomy in their own
learning progress.
(11/23/21)

4.3 Developing and Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
sequencing long- for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
term and short-term term plans. of connected lessons and plans for subject matter integrations of content standards, and
instructional plans to are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
support student planning to support related academic frameworks, and design cohesive and
learning student learning. language and formats assessed instructional comprehensive long- and
(09/23/30) that support student needs to ensure student short-term instructional
learning. learning. (02/23/22) plans that ensure high
levels of learning.
Establishes short- and
long-term curriculum
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
The curriculum is build
based off the overall
summative assessment
alongside specific content
standards that needs to
me met. Specific lesson is
prioritized throughout
the unit and follow a
sequence that best
support what students
are being asked to learn
by their Unit Exam. Some
lessons I edit out and
other lessons, I grab one
or two activities from. I
feel like it is important to
spend as much time in
specific content
standards where students
are assessed on when it
comes to District
Benchmarks and
summative assessments.
Applying
plans for subject matter
concepts and essential
related academic
language and formats
that support student
learning. (11/24/21)
Through backwards
planning involving taking
student exit tickets and
assessments, lessons are
structured accordingly to
best support student
learning. The summative
assessment covers a
broad range of content
standards; however, it is
important to know what
specific lesson topics
should be prioritize and
emphasized for students
to achieve the best
possible outcome.
(03/02/21)
The process of creating a
short-term goal is
important to students
and to properly gauge
whether students are
meeting these short-term
goals small formative
assessment are provided
for them. In my class
formative assessment,
take place as an exit ticket
through zoom poll or
google forms. (11/24/21)
Integrating Innovating
In building an efficient
pacing for my student’s it
is important to readjust
and resequencing
accordingly to my
students needs. For
instance, my class was
originally planned to
cover the quadratic
formula by the end of
February. However, I
knew my students still
struggled working with
radicals and finding the
solutions to radicals to
imaginary numbers. I had
to extend certain lesson
reviewing radicals to
accommodate and to
make sure once my
students reach quadratic
formula, they would
know how to tackle it.
(02/23/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and
the learning needs of language needs through
all students data provided by the site
and district. (09/27/20)
It is crucial that I am
aware of all my students
learning and language
needs to best understand
and learn how to
accommodate them when
it comes to the delivery of
my lesson. I utilize my
school resources such as
Powerschool, ELlevation,
and I-Ready to analyze
the student’s proficiency
levels and areas where
there still needs to be
improvement in. In
addition, to
understanding this data I
do my best to implement
strategies suggested by
the curriculum at times it
may be a think-pair-share
opportunity or providing
an additional minute for
students to quietly
analyze a given word
Exploring Applying Integrating Innovating
Selects strategies for Incorporates Plans instruction using a Plans instruction
single lessons or differentiated wide range of strategies incorporating a
sequence of lessons that instructional strategies to address learning styles repertoire of strategies
respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
Seeks to learn about needs and styles. (04/03/22)
students’ diverse learning Facilitates opportunities
and language needs Uses assessments of Integrates results from a for students to reflect on
beyond basic data. students’ learning and broad range of their learning and the
language needs to inform assessments into impact of instructional
planning differentiated planning to meet strategies to meet their
instruction. students’ diverse learning learning and language
and language needs. needs.
I would currently rate To address the diverse
myself as applying for learning styles of my
this element. It is students, I provide
important to address multiple opportunities to
student’s learning needs demonstrate their
and styles and to understanding of any
properly do that we must given topic. For instance,
analyze the data from student’s can utilize
various assessments. google slides to present
Along with a series of what they understand
formative and summative about a given topic and
assessment for each unit. create their own example
(03/04/21) from that. Students can
collaborate, write, and
I utilize my school reflect out-loud how they
resources such as feel their presentation
MasteryConnect, went overall. (04/03/22)
Powerschool, ELlevation,
and I-Ready to analyze
the student’s proficiency
and what exact area they
are struggling with.
Through these platform’s
I can easily see what
exact standard students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
problem.
Implements lessons and Begins to adapt plans and
uses materials from materials in single
curriculum provided. lessons or sequences of
lessons to address
students’ learning needs.
(09/27/20)
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Some ways, I adapt plans
or materials into my
lessons is through a
lesson synthesis and
reflective opportunity
either through a written
or verbal format. I adapt
this into my lesson
towards the end before of
the exit ticket because I
feel like it is important to
check in where students
feel confident or nervous
about the material they
explored. In addition, it
let’s me understand the
student’s head space or
levels of stress. This is
important to I can be able
to address any of their
concerns on a individual
Applying
are struggling on and I
plan re-teach
opportunities for
students. (11/20/21)
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
I would currently rate
myself as applying for
this element. It is
important to adjust and
accommodate to your
student’s needs and
misconceptions. One
lesson where I found
student’s struggling the
most was a topic
regarding factoring
quadratic functions. I
notice many of my
students had a difficult
time in the matching card
sort activity where they
were asking to match a
standard form equation
with its appropriate
factored form.
(04/26/21)
Integrating Innovating
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
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. (04/26/22) Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
I would currently rate
myself as integrating in
this element. Some
adjustments I had to
make in the past is
changing the delivery or
pacing of the instruction.
For instance, for students
to visualize given word
problem involving
positive and negative
slope. I would provide a
visual video for students
on the spot and have
them point out the
differences for me. In
addition, when I felt
students had some
misconceptions were
having a hard time
understanding. I would
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

basis. want to see for myself
I find it important to what part solution they
address any would be making. I had
misconceptions within student’s show their
instructional time before work through whiteboard
moving forward. Rather on the Nearpod platform.
than moving forward to (04/26/22)
the next activity, I took 15
minutes to re-explain to
class the step-by-step
process on factoring. As a
result, I felt students
were able to perform
better on the exit slip.
(12/03/21)