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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities for
and state required information on student academic readiness, students. Matches resources supporting and extending
assessments. academic readiness, academic language, diverse and specific strategies to student learning based on
language, cultural cultural backgrounds, and students’ diverse learning comprehensive information
background, and individual cognitive, social, needs and cultural on students.
4.1 Using knowledge of individual development. emotional, and physical backgrounds.
students’ academic development to meet their
readiness, language individual needs.
proficiency, cultural
background, and Examines potential sources Planning addresses bias, Engages students in the
individual development Is aware of impact of bias Becomes aware of of bias and stereotyping stereotyping, and analysis of bias,
to plan instruction. on learning. potential areas of bias and when planning lessons. assumptions about cultures stereotyping, and
seeks to learn about Uses culturally responsive an members of cultures. assumptions.
culturally responsive pedagogy in planning.
pedagogy.

In the absence of a music

I integrate multiple modalities
teacher I have integrated song
(visual audio, kinestic, etc) to and dance to teach the various
address the diverse learning systems of the body. I wrote a song
needs of students. Comp for each of the major systems and
checks as well as STAR allow the students to learn them
testing and frequent ongoing and make a video of themselves
assessment to support student performing the dance. 12/31/21
learning. I use resources that
integrate multiple levels to
differentiate practice. In
science I incorporate the SLEs
and Catholic values to address
bias, stereotyping and
assumptions about cultures
and members of cultures. I
also attempt to lead by
example with my interactions
with students and my
colleagues. 7/15/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring Applying
Establishes and shares Establishes and
learning goals for skill communicates to students
development with clear learning goals for
students in single lessons content that are accessible,
and sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Through informal
meetings with
students and parent
conferences I
review learning
goals and review
STAR testing. On a
daily basis I state
the learning
objective for the day
and use exit tickets
to assess the
effectiveness of the
lesson. In science I
establish weekly
goals. 7/15/21
Innovating
Establishes and articulates
comprehensive short-term
and long-term learning goals
for students. Assists students
to articulate and monitor
learning goals.
I continue to post
daily objectives on the
board, align activities and explain
relevance. Students are able to
articulate the learning objectives
in their own words and
effectively demonstrate
mastery. 12/31/21
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 long- Refines sequence of long- Utilizes extensive knowledge
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect of curriculum, content
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum standards, and assess
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, and learning needs to design
and short-term planning to support language and formats that assessed instructional needs cohesive and comprehensive
instructional plans to student learning. support student learning. to ensure student learning. long- and short-term
support student instructional plans that
learning ensure high levels of
learning.

This year due to COVID I I continue to utilize a weebly

examined all of the CCSS website which outlines the
to determine which entire year, including
science, monthly
standards could be
projects and a special page
chunked together. I
designated for the science
created my own fair. 12/31/21
assessments using Quizziz
to determine mastery. I run
instructional planning
reports after every STAR
test to determine short
term plans. Ultimately my
long term goal is an SGP
and PR of 50% or higher
for my students. To
accomplish this short
terms plans have to be
constantly reviewed and
adjusted. 7/15/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
Is aware of student content,
appropriate strategies
learning, and language
to meet the learning
needs through data provided
needs of all students
by the site and district.
Selects strategies for Incorporates differentiated
single lessons or sequence instructional strategies into
of lessons that respond to ongoing planning that
students’ diverse learning addresses culturally
needs. responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Seeks to learn about
students’ diverse learning Uses assessments of
and language needs students’ learning and
beyond basic data. language needs to inform
planning differentiated
instruction.
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 assessments
into planning to meet
students’ diverse learning
and language needs.
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 their
learning and the impact of
instructional strategies to
meet their learning and
language needs.

I integrate a plethora
In addition to implementing Marzano’s
of strategies that
strategies I also incorporate the eight Math address the needs of all
Practices. This is accomplished through student learners. Through
creating lessons that follow the CIP. Lesson the use of the science lab
begin with a comp check, followed by whole students have consistent
opportunities to engage in
class learning, group work and individual
hands-on activities and problem
practice. I make every effort to assess learning solving. 12/31/21
at the end of each lesson with an exit slip.
Every Wednesday I conduct a pre assessment
followed by a formal assessment on Friday.
In science I hold students accountable for
learning by involving them in the process
through the use of technology. During the
lesson students must take copious notes and
engage in classroom discussions to ask
questions for clarification. Online resources
such as Quizziz, KaHoot, BrainPop, and
QuizHub provide practice and informal
assessments. Students also have the
opportunity to work in groups for projects and
labs. Higher DOK level questions encourage
critical thinking and relate the content area to
real life applications.
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 adjustments Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. or sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual student
instructional plans and needs. pedagogy and additional arises to support student needs.
curricular materials to materials to support learning.
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. identify types of adjustments
students. in instruction that best meet
their learning goals.

I am constantly making As the year progresses

adjustment and adapting to I review curricular materials
differentiate instruction. and make adjustments
according to STAR data
Differentiate often begins
as well as the pacing of school
after the comp check, if life. Often extra-curriculars
needed. Throughout the may interfere with class time
lesson and particularly during and adjustments are made.
exit slips I am able to 12/31/21
determine the necessary
adjustments. If a particular
student needs differentiation
then I employ the use of my
TA. If the class average of
the exit slip is below 70%
then I know that I need to
reteach the lesson in a more
effective manner. 7/15/21