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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and 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 and members of assumptions.
pedagogy. 7/14/22 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I feel that this is a

constant consideration
when creating any
resource for my students.
Our platform along with
the many resources that
are provided can
accommodate a wide
variety of learners (live
lesson, recordings, text-
to-speech, additional
review tools/games,
study guides, graphic
organizers, 1:1 support).
Our introduction SEL
lesson each unit also
frames the unit around a
inclusive context. Science
has room for bias much
like any other subject but
it is also a topic of
discussion when we are
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
learning about scientific
experiments. Our content
regarding bias in the
curriculum allows a
learning opportunity for
us all to be more
reflective of our work and
interactions. 7/14/22

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-
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. 7/14/22 learning goals.
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
I typically start lessons
with the goals for the day.
I feel it communicates
learning goals and helps
students know the
knowledge they should
be walking away with by
the end of the lesson.
Content is accessible
through a variety of
methods and designed to
meet a variety of
preferences. For example,
for a single lesson I will
create a recording, hold a
live activity and student
paced activity, provide a
presentation and also
explain how to complete
the corresponding study
guide with graphic
organizers guide for the
lesson. In addition I will
typically create a review
game for the
lesson/standard. When
meeting students 1:1 or
small group, I’m always
looking at student
progress and establishing
goals. 7/14/22
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. 7/14/22 learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I spend a lot of time with
my PLC assuring that that
the sequence of content is
organized to make the
most connections. We
plan ahead to brainstorm
every possible resource
that will help out student
retain subject matter,
academic language and
develop critical thinking
skills. In addition, each
lesson and unit has the
same resources available
to complete the unit. For
example, a complex short
answer question needs to
be answered each unit. A
short term learning tool
like a student paced
Nearpod using the ACE
framework becomes a
long-term plan to
increase use academic
language. It also keeps it
consistent so student are
better able to organize
and determine what they
find the most useful
resource each unit.
7/14/22
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.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 7/14/22 and language needs. learning and language
needs.

As mentioned, I use a
variety of resources
through UDL and
strategies each unit and
they are consistent as we
progress through the
units. It also allows time
for students to discover
what type of learner they
are and what is most
useful to them. UDL along
with culturally
responsive teaching helps
students succeed with a
variety of preferences
and backgrounds. In my
lessons I attempt to
change frame of reference
as much as possible to
connect with diverse
students. One example of
using data from an
assessment is a student
paced Nearpod. It will
provide writing samples
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and assess how students
are progressing through
the unit. I can then plan
interventions accordingly
with individually, or in a
small group. 7/14/22

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. 7/14/22 learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I make adjustments and
adaptations based on my
diverse students through
constantly collecting data
from both formal and
informal assessment. For
example, if I notice on a
report that a student is
struggling with sentence
structure, I would hold a
small group support
lesson to work on writing
using framework that
scaffolds the response in
to small parts. UDL
assures that plans are
always inclusive to my
diverse learners. Based
on my data from prior
year I anticipate what
adaptations will be most
useful for my students if I
choose to use that
assessment again. I’m
constantly collecting data
from my students and
adjusting my resources to
fit the needs of all my
students. 7/14/22