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 instruction based on instruction, which is based instruction that provides
information from district using additional knowledge of students’ on broad knowledge of systematic opportunities
and state required assessment information academic readiness, students. Matches for supporting and
assessments. on student academic academic language, resources and speci ic extending student learning
readiness, language, diverse cultural strategies to students’ based on comprehensive
4.1 Using knowledge cultural background, backgrounds, and diverse learning needs information on students.
of students’ academic and individual individual cognitive, and cultural backgrounds.
readiness, language development. social, emotional, and
pro iciency, cultural physical development to
background, and meet their individual
individual needs. Planning addresses bias, Engages students in the
development to plan Is aware of impact of bias stereotyping, and analysis of bias,
instruction. on learning. Becomes aware of Examines potential assumptions about stereotyping, and
potential areas of bias sources of bias and cultures an members of assumptions.
and seeks to learn about stereotyping when cultures.
culturally responsive planning lessons. Uses
pedagogy. culturally responsive
pedagogy in planning.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I informally asses students
knowledge and skill set
prior to beginning content
at the start of the school
year in order to better
create scaffolds for all
types of learning.
Additionally, I will refer to
reports from the year
prior to gain a better
understanding of a
student’s academic
standing to meet their
needs.

All content goes through a

screening process in order
to address bias prior to
being provided to
students. This includes
what types of supports are
provided in order to
ensure that different
learning styles are
supported in a lesson.
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Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
4.2 Establishing and on content standards and students in single content that are standards with students’ goals for students. Assists
articulating goals for available curriculum. lessons and sequence of accessible, challenging, strengths, interests, and students to articulate and
student learning lessons. and differentiated to learning needs. monitor learning goals.
address students’ diverse
learning needs.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Sharing goals with
students is something I
can improve on. I will
often introduce a new
skill set and share why
it’s important, but do
not often delve into
detail as to what the
sequence of skills is.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan Establishes short- and Re ines sequence of long- Utilizes extensive
for daily, short- and long- curriculum units that long-term curriculum term plans to re lect knowledge of curriculum,
4.3 Developing and term plans. include a series of plans for subject matter integrations of curriculum content standards, and
sequencing long-term connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
and short-term are linked to long-term related academic language and assessed instructional design cohesive and
instructional plans to planning to support and formats that support needs to ensure student comprehensive long- and
support student student learning. student learning. learning. short-term instructional
learning plans that ensure high
levels of learning.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

All long term plans are
created in the form of Unit
Plans, which typically last
for 4-6 weeks. Some units
are slightly longer than
others depending on the
content within that unit.
Each lesson is equal to one
class period. So Unit 1,
Lesson 1 is a single class
period. Concepts are
reviewed at the beginning
of each class and students
also recall the content
shared from the day/
lesson prior. All units are
organized in Google
Classroom in ascending
chronological order.

 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 to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies speci ically
guidelines. respond to students’ into ongoing planning that and meet students’ meet students’ diverse
diverse learning needs. addresses culturally assessed language and language and learning
4.4 Planning
responsive pedagogy, learning needs. Provides needs and styles to
instruction that
students’ diverse appropriate support and advance learning for all.
incorporates
language, and learning challenges for students.
appropriate
Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse Integrates results from a for students to re lect on
learning needs of all
language needs through learning and language Uses assessments of broad range of their learning and the
students
data provided by the site needs beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.

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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Students receive
instructional strategies
that are designed to
support ongoing progress
of student learning. This
informs what types of
supports to use in social
studies and fosters a
classroom which validates
different learning styles.
Additionally, identifying
and understanding
students cultures allows
for representation through
classroom procedures and
students will engage in
ways they are familiar.

By accessing ELA testing

data from the year prior, I
can better understand
how my students interact
with language-based
content and what
supports are needed. This
varies from year to year
and will always be
customized to it the
needs of that years group.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from and materials in single adaptations to adjustments to wide range of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in
4.5 Adapting lessons to address plans. Uses culturally uses a variety of materials depth analysis of individual
instructional plans students’ learning needs. responsive pedagogy and as the instructional needs student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

I always adapt and change

a lesson when I see that a
strategy did not work or if
content was not
accessible. This informs
me that the lesson could
be better designed to
support student learning.
Lesson adaptability is key
in supporting students. If
a certain reading is not
accessible to s student, it
is key to have a backup
plan in order for a student
to be able to access the
material in a way that
works for their learning
style.
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