CSTP
4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language, diverse
language, cultural cultural backgrounds, and
.1 Using knowledge
4
background, and individual individual cognitive, social,
of students’ academic
development. emotional, and physical
readiness, language
development to meet their
pro iciency, cultural
individual needs.
background, and
individual
Examines potential sources
development to plan
Is aware of impact of bias Becomes aware of potential of bias and stereotyping
instruction.
on learning. areas of bias and seeks to when planning lessons.
learn about culturally Uses culturally responsive
responsive pedagogy. pedagogy in planning.
When planning lessons my
students’ backgrounds are
in the forefront of my
thoughts. Many of my
students are English
language learners, because
of this I make sure to use a
wide variety of vocabulary
in my instruction. To both
expose students to the
words and explain the
information in a variety of
ways. I also set up routines
in lessons. We do our RAPs
irst, then we do
instruction, every
Wednesday we do SSR. I
scaffold learning
experiences for the students
though extensive
collaboration with the
students’ previous year
teacher. I am very aware of
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and speci ic extending student learning
strategies to students’ based on comprehensive
diverse learning needs and information on students.
cultural backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures an members of assumptions.
cultures.
Using No Red Ink has really
helped me take this
element to the next level.
First, when students set up
the program for the irst
time there is a 15-minute
survey about books that
they have read and TV
shows pop culture things.
The program then uses
references to these
programs and
iincorporates them into the
questions. It’s a small thing
BUT it’s really not. It helps
them access the content
and it’s a fun little extra the
program provides.
11/1/2022
This year has been
especially relevant for the
persuasive speech that the
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
my students’ social and students give. it is based on
psychological needs one of Roosevelt's for
especially this year. I have freedoms and students are
modi ied lessons to include connecting to the material
more social activities due as well as being able to
to a lot of apprehension my focus on injustices and
students had about social inequalities for the lgbtq
situations after spending so community as well as the
much time away from the injustices for the Black and
classroom environment. latinx community. giving
I’ve also tried to employ as students the opportunity to
much play into the lessons come up with Solutions
as possible. I have been some of the problems that
researching the positive our communities face well
bene its of play and I have teaching them the state
been trying to incorporate standard of a persuasive
play as much as possible. speech has been very
Recently I decided to have bene icial. 3/20/2023
my students create their
own word wall for Gender
Studies. I told them that it
was a race to think of and
write down ANY gender
related vocabulary however
they couldn’t use a word
that has already been found.
So they had to look up a
word and write their
version of the word as
quickly as possible to
ensure that they got there
word before someone else
did because they would
have to start over. I felt like
this worked well the
students were engaged.
9/25/21

I have continued to plan

lessons where my students'
backgrounds are in the
forefront of my thoughts. I
have implemented a wide
variety of vocabulary
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
instruction in my lessons.
Exposing students to the
words and explaining the
information in a variety of
ways.I’ve continued to use
RAPS before lessons and
“On Wednesdays we Read”.
I continue to scaffold
learning experiences for the
students through extensive
collaboration with the
students’ current teachers
and parents. I am still
focused on students'
psychological and
socioemotional needs. I
have continued to modify
lessons to include more
social activities and
promote group activities.
The Build Your Own School
unit seems to be going well
and students seem very
engaged. 5/10/2022
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 students clear learning goals for that integrate content and long-term learning
.2 Establishing and
4 on content standards and in single lessons and content that are accessible, standards with students’ goals for students. Assists
articulating goals for available curriculum. sequence of lessons. challenging, and strengths, interests, and students to articulate and
student learning differentiated to address learning needs. monitor learning goals.
students’ diverse learning
needs.
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Each RAP form contains a
place for the students to
write the learning objective
for the lesson. I also
verbally check in to make
sure that students know the
long term and short term
goals for the lessons. For
example in the Personal
Narrative lesson we begin
by reading several examples
of personal narratives and
exploring the different
facets of Personal
Narratives. During the
lessons I remind them what
we are focusing on for the
lesson and that our goal it
to write our own personal
narrative. 9/25/2021
We began our Build Your
Own School unit with a
motivational video about
things that need to change
about the school system. I
have asked students to
really think about things
that they want to change. I
am reminding them that
they are going to be
presenting their schools to
the class. I also sneak in
reasons why we are during
things during lessons. For
example when we were
reading Animal Farm and
students were completing
quote journals I reminded
them that we are doing
these to use for our inal
essay. I also reminded them
that we are learning to
critically look at text so that
Again, I feel like using No
Red Ink! Helps with this.
When I identify a need for
student learning I can
assign a practice section or
a single lesson. I’ve added
time throughout the
semester to work on No
Red Ink! so after the need is
identi ied I let the students
know, “I noticed that we
need to work on
capitalization and
punctuation speci ically
commas.” being upfront and
being able to assign
commas to irst period and
apositives to second period
is really great. I am able to
be transparent about what
the students are being
taught and customize their
learning experience. In
addition, the program will
have students retry
assignments until they
master them. It’s not like
every student gets 20
questions, student A might
master the assignment in
10 questions and Student b
might master the
assignment in 30 questions.
11/1/2022
This year I've been able to
incorporate a lot more
personal choice
assignments for the
students including the four
freedom speech where
students learn about
President Roosevelt's or
freedom speech and write
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
they can read professional
documents in the future. I
use personal anecdotes
about buying a car and the
ability to be able to read the
text and analyze it critically
so that we don’t get taken
advantage of. 5/10/2022
Uses available curriculum Begins to plan curriculum
for daily, short- and units that include a series of
.3 Developing and
4 long-term plans. connected lessons and are
sequencing long-term linked to long-term
and short-term planning to support student
instructional plans to learning.
support student student learning.
learning plans that ensure high
their own persuasive
speech based on one of
these four freedoms. in
addition no red ink allows
me to differentiate learning
and it allows students to
spend more time on what
they actually need to be
learning and students who
understand the material
could spend more time on
other educational Pursuits.
3/20/2023
Establishes short- and Re ines sequence of Utilizes extensive
long-term curriculum plans long-term plans to re lect knowledge of curriculum,
for subject matter concepts integrations of curriculum content standards, and
and essential related guidelines, frameworks, assess learning needs to
academic language and and assessed instructional design cohesive and
formats that support needs to ensure student comprehensive long- and
learning. short-term instructional
levels of learning.
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
At our school we use Skill
binders where we put our
lesson plans, pacing plans
and sample work. This is a
living document that we
modify and write
re lections on. The irst
year I worked at DP we had
no text books, lessons were
created by me. The second
year I built upon the
previous years modifying
the lesson plans that I had
created after that we
switched to online /
distance learning during
the lockdown. During that
year we got Savvas and
Edgenuity. My lessons and
unit plans have changed
and grown each year based
on what I have learned
about the students needs
and re lecting on lessons. I
use assessments and data
from assessments to re ine
and change or discard
lessons. 9/25/2021
I’ve continued to use my
skill binder and building
on the lessons and
re lecting upon them and
adding and deleting. I’ve
also found the information
from the Star Renaissance
Tests that we have been
having the students do. I’ve
changed lessons and we
have created speci ic
lessons to target the
learning gaps that we have
found through testing.
5/10/2022
Using google classroom
has really helped me
sequence, and re ine my
long term and short-term
curriculum for the
classroom. Curriculum is
something that I really
enjoy creating and re ining.
Using Google Classroom
allows me to easily access
assignments from previous
years and reassign them,
modify them and re lect
upon the curriculum in the
broad strokes as well as
the minute details. When I
have students submit work
on google classroom I can
access student samples,
re lect upon mastery and
need for the assignments
and re lect upon what
worked what didn’t and
what might or might not
work for the current group
of students. 11/01/2022
This year I offered the
students a science iction
English 12 honors class
instead of the normal
English 12 honors. for this
class I had to create new
curriculum. in order to
ensure that students
reading non iction as well
as iction we watched a
movie Eight legged freaks.
Then we then analyzed two
scienti ic articles about
spiders and Robotics and
how scientists are using
necro-biotics. we follow
this up with a creative
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates differentiated
incorporates strategies lessons or sequence of instructional strategies into
suggested by curriculum lessons that respond to ongoing planning that
guidelines. students’ diverse learning addresses culturally
needs. responsive pedagogy,
.4 Planning
4
students’ diverse language,
instruction that
and learning needs and
incorporates
styles.
appropriate
Is aware of student Seeks to learn about
strategies to meet the
content, learning, and students’ diverse learning Uses assessments of
learning needs of all
language needs through and language needs beyond students’ learning and
students
data provided by the site basic data. language needs to inform
and district. planning differentiated
instruction.
I am currently
incorporating differentiated
lessons into my skill
binder. We recently started
using Wordly Wise to help
us focus on strengthening
our students’ vocabulary
acquisition. I recently
purchased the Wordly Wise
6 curriculum to
differentiate instruction for
students who have lower
lexile scores. In addition I
modify assignments based
on students needs. For
example I have a student
who’s learning goal is to
work on using more
complex words for his
RAPs. In order to give him
time to focus on this goal
and research words if
needed his assignment has
been modi ied to 2-3
sentences instead of the 3-4
sentence requirements. I
writing piece using
technology. 3/20/2023
Plans instruction using a Plans instruction
wide range of strategies to incorporating a repertoire
address learning styles and of strategies speci ically
meet students’ assessed meet students’ diverse
language and learning language and learning
needs. Provides needs and styles to
appropriate support and advance learning for all.
challenges for students.
Facilitates opportunities
Integrates results from a for students to re lect on
broad range of assessments their learning and the
into planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
needs.
As a person who deals with
test anxiety I have a strong
bias against testing.
Honestly, how many
people get excited over
tests? This bias is why I
struggled with this
element. There are parts of
the job that won’t be your
strength or your favorite. I
still have strong feelings
about testing but I have
found that the Renaissance
/ Star testing that our
school has implemented
and the testing schedule
that we have is working
well for our school. When
we get the results of our
tests we chose 3 standards
to focus on. The tests are
smaller them the previous
Illuminate test that we
were using in fact they have
a time limit of 40 minutes
so we are not spending an
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
also have students who are
very good writers so I
modify their RAPs by
allowing students to vary
the amount of sentences in
each RAP if they have more
to say about the prompt for
one RAP I give them the
option of having a total of
12-16 sentences for four
RAPs for the week. 9/25/21
The two primary tools that
I have focused on this
semester to differentiate
learning have been the
google classroom fail and
ix it method. I’ve used this
in order to give students
fast speci ic feedback and
differentiate their learning
experience. I have also
relied on the Pick 1 that I
have added to many of the
assignments. 5/10/2022
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single lessons adaptations to differentiate
curriculum provided. or sequences of lessons to instructional plans. Uses
.5 Adapting
4 address students’ learning culturally responsive
instructional plans needs. pedagogy and additional
and curricular materials to support
materials to meet the students’ diverse learning
assessed learning needs.
needs of all students. adjustments in instruction
entire block period testing
students. 11/01/2022
This year I offered the
students a science iction
English 12 honors class
instead of the normal
English 12 honors. for this
class I had to create new
curriculum. in order to
ensure that students
reading non iction as well
as iction we watched a
movie Eight legged freaks.
we then analyzed two
scienti ic articles about
spiders and Robotics and
how scientists are using
necrobiotics. we follow
this up with a creative
writing piece using
technology. 3/20/2023
Makes ongoing Anticipates and plans for a
adjustments to wide range of adaptations
instructional plans and to lessons based on in
uses a variety of materials depth analysis of
as the instructional needs individual student needs.
arises to support student
learning. Engages with students to
identify types of
that best meet their
learning goals.
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
If a couple students are
confused about where to
begin or perform poorly on
an assignment I need to
work with the individual
students. If most of the
class is lost or performs
poorly I need to reteach, I
need to think of other ways
to help the students
understand. I will often
stop and clarify
instructions and reteach
concepts as I informally
evaluate students’ progress
during independent work. I
will also create mini
lessons if I graded
something and I ind that
the concepts or skills were
not understood. I don’t
have trouble stopping or
modifying lessons as
needed in the classroom.
One of the best tools for
this standard is the
independent work time in
the lesson. During this time
I check in on student
progress and check for
understanding. 9/25/21
Using the Star Renaissance
test this year as a
school-wide way to
improve student learning
gaps has really helped me
re ine my teaching. For
each of the tests I went
through and analyzed the
data, looked for areas
where students needed to
improve and targeted that
speci ic standard with a
only I try to give as many
choice
projects/assignments as
possible. most recently we
inished reading a book, To
be Taught if Fortunate, by
Becky Chambers in our
science iction class
they're culminating
projects for this book is to
either create their own
planet, Create a travel
brochure, create a mission
report Aren't you write a
creative writing piece
about the planet. if
students come up with
their own project that they
would like to do instead
they mail so do this I do
this so that students can
truly re lect their learning
as well as give them the
opportunity to do things
that they enjoy while still
ensuring that they are
learning the
standards.3/20/2023
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
lesson. Because we were
taking the test about every
six weeks I was able to see
Trends and patterns in and
student learning gaps.
Through this I was able to
modify my lesson plans.
For example I noticed that
many of the standards the
students were low on had
to do with understanding
the author's perspective
and answering questions
about why the author did
what they did. Because of
this I have modi ied many
my questions to have
students focus on this
aspect of language
arts.5/10/2022

The program, No Red Ink!

Is very helpful with this
element. This program
allows me to adjust student
learning goals. Currently, I
am doing this at the class
level however, with the
Writing Portfolio I believe
that next year I will be able
to use the program to help
students construct their
own learning goals and
choose which assignments
they do in No Red Ink!
11/01/2022