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

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Plans daily lessons Plans single lessons or sequence of lessons Plans differentiated Plans differentiated instruction, which is Plans
using available using additional assessment information on instruction based on based on broad knowledge of students. differentiate
curriculum and student academic readiness, language, cultural knowledge of Matches resources and specific strategies d instruction
information from background, and individual development. students’ academic to students’ diverse learning needs and that provides
district and state 03/21/23 readiness, academic cultural backgrounds. systematic
required language, diverse opportunitie
4.1 Using assessments.09/2 cultural backgrounds, s for
knowledg 9/22 and individual supporting
e of cognitive, social, Planning addresses bias, stereotyping, and
students’ Becomes aware of potential areas of bias and emotional, and and assumptions about cultures an extending
academic seeks to learn about culturally responsive physical development members of cultures. student
readiness, pedagogy.03/21/23 to meet their learning
language individual needs. based on
proficienc comprehensi
y, cultural Examines potential ve
backgroun Is aware of impact sources of bias and information
d, and of bias on stereotyping when on students.
individual learning.09/29/22 planning lessons.
developm Uses culturally
ent to plan responsive pedagogy
instructio in planning.
n. Engages
students in
the analysis
of bias,
stereotyping,
and
assumptions.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
I refer to STAR I use formative assessments, student test scores,
assessment results and online schoolwork to determine students’
to gauge how to academic readiness and individual academic
plan lessons, development.
focusing on the
highest needs of Additionally, I examine cultural and language
the class. While all backgrounds through observation and student
required records and research to consider how best to
assessments are develop lessons that will keep the affective level
taught, knowing low.
the standards that
students struggle Having beginning readers and students that are
with most directs hesitant to read non-fiction. I am currently
me on how much instructing with a non-fiction read-aloud.
to emphasize
certain areas. I use All students have a copy of the text and as I
it to prepare read, I am modeling thinking about the text and
effective teaching involving the students in making predictions
methodologies and summarizing and providing short answer,
and plan for the written responses.
length or depth of
each standard that One of my students is an Orthodox Jew and I
will be taught. have researched religious observances that I
may incorporate it into lessons. Irena Sendler is
I am aware of the the book we are reading, which is about
impact of bias on rescuing orphans from the Warsaw Ghetto
learning and during WWII. This aligns with a day of
attempt to be remembrance of the end of the holocaust.
inclusive when
choosing materials The students are engaged in the suspense of
and planning each chapter, are learning unfamiliar words in
lessons. the text and reflecting about Sendler’s
experiences.
Considerations for
inclusiveness are
made when
selecting visual
images, books, and
other materials.
I am attentive to
language and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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ng
communication
needs, SPED
accommodations,
and students’
learning levels.

I am still growing
in this area,
identifying
research proven
strategies and the
art of create the
perfect ”blended”
learning spaces.

Communicates Establishes and shares learning goals for skill Establishes and Establishes and articulates learning goals Establishes
learning objectives development with students in single lessons communicates to to students that integrate content and
for a single lesson and sequence of lessons. 03/21/23 students clear standards with students’ strengths, articulates
to students based learning goals for interests, and learning needs. comprehensi
on content content that are ve short-
4.2 standards and accessible, term and
Establishi available challenging, and long-term
ng and curriculum.09/29 differentiated to learning
articulatin /22 address students’ goals for
g goals for diverse learning students.
student needs. Assists
learning students to
articulate
and monitor
learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
Learning Since I last examined this area I take more time
objectives are to explain what the learning goals are and what
communicated in they will look like once they have been attained.
each lesson or
series of lessons. It Students are involved in reading the goals aloud
is more so shared and I question the students understanding of
in rote and not as the goals and recap them in my lesson closure.
impactful to the
students at it When designing exit tickets, I refer to the
could be. language used in the goals to make sure that I
am focusing on the target and that the lesson
I have recently leads the students to the achieve the targets.
given thought as
to how I can
improve in this
area.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
Uses available Begins to plan curriculum units that include a Establishes short- Refines sequence of long-term plans to Utilizes
curriculum for series of connected lessons and are linked to and long-term reflect integrations of curriculum extensive
daily, short- and long-term planning to support student curriculum plans for guidelines, frameworks, and assessed knowledge of
long-term learning.03/21/23 subject matter instructional needs to ensure student curriculum,
4.3
plans.09/29/22 concepts and learning. content
Developin
essential related standards,
g and
academic language and assess
sequencin
and formats that learning
g long-
support student needs to
term and
learning. design
short-
cohesive and
term
comprehensi
instructio
ve long- and
nal plans
short-term
to support
instructional
student
plans that
learning
ensure high
levels of
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
Short- and long- We are currently engaged in a four week,
term instructional project- based learning activity that is
plans are made incorporating science, writing, and language
using the existing skills.
curriculum. This is
considering Students have planted seeds and have made
following the hypothesis. They are better understanding how
district approved plants grow through observation and
pacing calendar documentation. The final result will be a writing
and vertically piece that is supported by facts and details.
aligning with the
next grade levels In the interim, this learning activity promotes
expectations. language skills as students informally provide
verbal reports about their seeds and share
First, I plan for the pictures and drawings (documentation).
nearest
instructional They are also incorporating their hands-on
period while experiences with what they are learning in their
considering the science unit about earth.
sufficiency of the
lesson to help
students approach
the next standard
or unit in the
coming weeks.

Secondly, I do all
things in
consideration of
the statewide
assessments and
students
demonstrating
academic growth.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
Plans instruction Selects strategies for single lessons or sequence Incorporates Plans instruction using a wide range of Plans
that incorporates of lessons that respond to students’ diverse differentiated strategies to address learning styles and instruction
strategies learning needs. instructional meet students’ assessed language and incorporatin
suggested by 09/29/22 strategies into learning needs. Provides appropriate ga
curriculum ongoing planning that support and challenges for students. repertoire of
guidelines. addresses culturally strategies
Seeks to learn about students’ diverse learning responsive pedagogy, Integrates results from a broad range of specifically
and language needs beyond basic students’ diverse assessments into planning to meet meet
data.09/29/22 language, and students’ diverse learning and language students’
4.4 learning needs and needs. diverse
Planning Is aware of styles. language and
instructio student content, learning
n that learning, and Uses assessments of needs and
incorporat language needs students’ learning styles to
es through data and language needs advance
appropria provided by the to inform planning learning for
te site and district. differentiated all.
strategies instruction.
to meet 03/21/23 Facilitates
the opportunitie
learning s for
needs of students to
all reflect on
students their
learning and
the impact of
instructional
strategies to
meet their
learning and
language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
I have been selecting strategies for single and a I am differentiating
series of lessons to address students’ learning instruction by
needs but still need to explore more. incorporating choice
boards and
Strategies have included shared reading, shared reinforcing explicit
writing, think-pair-share, graphic organizers, instruction with
online learning games, handwriting, typing, learning videos from
chunking assignments, and more. sites like
www.mysteryscience.
I am seeking to understand the diversity of com and planning
language needs, beyond the classroom and practice with online
outside of students’ basic data. manipulatives on
www.toytheater.com
Through observation and direct questioning, I in addition to other
have learned about other than English speaking sites.
households. Processing delays, and speech
impediments. Traditional written
responses and
I know better how to work with the curricula so multiple choice
that it interacts with each student and am worksheets are
employing the offerings within electronic utilized for
platforms. assessment and
included are
www.kahootit.com
and www.blooket.
Implements Begins to adapt plans and materials in single Makes adjustments Makes ongoing adjustments to Anticipates
4.5 lessons and uses lessons or sequences of lessons to address and adaptations to instructional plans and uses a variety of and plans for
Adapting materials from students’ learning needs. differentiate materials as the instructional needs a wide range
instructio curriculum instructional plans. arises to support student learning. of
nal plans provided. Uses culturally 09/29/22 adaptations
and responsive pedagogy to lessons
curricular and additional Makes ongoing adjustments to based on in
materials materials to support instructional plans and uses a variety of depth
to meet students’ diverse materials as the instructional needs analysis of
the learning needs. arises to support student individual
assessed learning.03/21/23 student
learning needs.
needs of
all Engages with
students. students to
identify
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng
types of
adjustments
in instruction
that best
meet their
learning
goals.

I use baseline, beginning of year,

assessments to establish new
instructional plans for standards yet to
be approached but am also flexible to
adjust lessons based on formative
assessments.

When doing so, I incorporate learning

tools and strategies like base 10 blocks,
mnemonics, realia, short videos, and
games, to address students’ various
levels of learning in whole class
instructions
I also utilize 1:1 instruction and small
groups to address misunderstandings
and to spend additional time with
struggling learners.

03/21/23- I am still strengthening my

skills in this area as students learning
needs are complex and it is a daily
learning process for me to understand
and then integrate what the students
need.

I evaluate their online, independent

study assignments and check in on their
understanding during instruction by
asking them to ask me a subject related
question or calling on them to respond to
a question or read and respond to a
section of text.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Innovati
Emerging Exploring Applying Integrating
ng

Since the students attend an online

school, I am looking to increase the
amount of hands-on learning activities
for them to demonstrate their
knowledge, as I think it is challenging for
kinesthetic learners to perform well with
100% assignments being online.