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 and 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 All content is vetted prior
knowledge and skill set to being presented to
prior to beginning content students. This address
at the start of the school any implicit or explicit
year in order to better bias towards the subject.
create scaffolds for all Content is presented to
types of learning. students and they are
Additionally, I will refer to
informed of potential bias
reports from the year in any piece of
prior to gain a better information. It is up to
understanding of a them to determine what
student’s academic the bias may be in regards
standing to meet their to historical content as a
needs. critical thinking exercise.
In terms of addressing
All content goes through a biases towards persons or
screening process in order groups, harmful
to address bias prior to messaging in content is
being provided to avoided in class. Supports
students. This includes are also vetted by the
what types of supports are appropriate individuals to
provided in order to assure that no student is
ensure that different overlooked in the
learning styles are supports they may need.
supported in a lesson. 7/29/22
7/15/22

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 My goal: Learning
students is something I objectives and goals are
can improve on. I will shared at the beginning of
often introduce a new a unit and are broken
skill set and share why down for each lesson.
it’s important, but do This connects with how
not often delve into units/lessons are
detail as to what the universally designed for
sequence of skills is. students and how
7/15/22 instruction is
differentiated to meet
learning needs. 7.29.22

 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 New assessment below, plans that ensure high
7.29.22 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.
Long terms plans are created
in the form of units which last
4-6 weeks depending on
content standards. One
lesson is equivalent to one
class period. All plans are
outlined in Google Classroom
where students can view at
their own convenience and
can review information as
needed. Student can also
reach out for support here.
Units/lessons are organized
in chronological order based
on the date they were
presented in class. This also
serves as a place for students
to access assignments if they
were absent. 7.29.22

 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 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 Students unique learning
that are designed to needs are addressed
support ongoing progress throughout the unit with
of student learning. This informal assessments.
informs what types of This class work tracks
supports to use in social student progress and
studies and fosters a indicates what needs
classroom which validates greater support and
different learning styles. review. This fosters
Additionally, identifying support of different
and understanding learning style as
students cultures allows instruction is
for representation through differentiated to support
classroom procedures and various learning styles.
students will engage in Additionally, student
ways they are familiar. cultures are identi ied and
brought to the forefront of
By accessing ELA testing each lesson through
data from the year prior, I representation of
can better understand historical igures.
how my students interact This informs the students
with language-based that they are valid in the
content and what classroom environment
supports are needed. This and their cultural norms
varies from year to year are validated through
and will always be relationships and
customized to it the interactions. 7.29.22
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 Plans are adjusted

a lesson when I see that a accordingly in each class
strategy did not work or if based on the needs of that
content was not speci ic subgroup of
accessible. This informs students. Varied
me that the lesson could instruction which conveys
be better designed to the same information but is
support student learning. adapted to different
Lesson adaptability is key learning levels is key when
in supporting students. If providing reading
a certain reading is not comprehension exercises,
accessible to s student, it long form writing, and
is key to have a backup assessments (summative,
plan in order for a student formal and informal).
to be able to access the 7.29.22
material in a way that
works for their learning
style.
7/15/22
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