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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds. 4/8/23
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures. 4/8/23
culturally responsive
pedagogy in planning.
4/29/22

I differentiate lessons When planning lessons, I

based on learning styles, always take the
assessments, and social background of my
emotional needs. In students into
addition, I place students consideration. Our ELA
in flexible groups to work curriculum includes
on targeted skills. When folktales, myths, and
planning lessons, I also fables from
review pictures etc, to various cultures. We
ensure that people of often read variations of
various backgrounds are text to compare and
being included. 9/23/21 contrast similarities and
differences. 11/22
As the year progresses, I
am continuing to I work on building positive
differentiate based on relationships with students
students’ needs. For throughout the entire
example, I have a student school year. We start every
who is on a behavior day with a morning
management plan. meeting. Students are
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Chunking and frequent
breaks work well for this
particular student. I also
have a student who is
working well above grade
level. For this student, I
always have extension
activities readily
available. For example, if
we are working on
activity that asks us to
write the beginning
sound of a word, I ask this
student to write the
entire CVC word.
4/29/22
Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to
lesson to students based development with students clear learning
4.2 Establishing and on content standards and students in single lessons goals for content that are
articulating goals for available curriculum. and sequence of lessons. accessible, challenging,
student learning and differentiated to
address students’ diverse
learning needs. 9/23/21
Integrating Innovating
asked to share their
opinions about the
"question of the day".
Sometimes the questions
are silly, sometimes they
are serious. It is one
strategy for getting to know
one another on a more
personal level. We also
celebrate "good things" on
a daily basis. Students are
encouraged to share things
they are excited about or
are looking forward to.
Sometimes it is as simple
as "I had sushi for dinner
last night" or as special as
"I'm going to be a big
brother". This daily activity
gives me more insight into
student interests,
personalities, and learning
preferences. 4/8/23
Establishes and Establishes and
articulates learning goals articulates
to students that integrate comprehensive short-
content standards with term and long-term
students’ strengths, learning goals for
interests, and learning students. Assists students
needs. 4/29/22 to articulate and monitor
learning goals. 4/8/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

My students and I always I meet with students and Before starting a new
discuss learning goals their families at the assignment, my students
before each lesson. I feel beginning of the year for and I always discuss
that it is important for goal setting. We discuss learning objectives and
students to know what interests, strengths, and goals. These are then
we are working towards challenges when setting displayed in the
and trying to accomplish. goals. I check in with classroom for review.
Each group might be students 2-3 times a year When working on more
working towards a to discuss progress being lengthy projects, such as
different goal. 9/23/21 made. If students are our Native American
struggling to meet their heritage project, I check
goals, we discuss ways to in with students midway
differentiate to make through for reflection and
their goals more progress
attainable. If they have montoring.11/22
met their goal, we set a
new goal based on My students and I hold
current level. 4/29/22 weekly reading
conferences to discuss
Accelerated Reading
progress and goals.
4/8/23

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. 4/29/22 learning. 4/8/23 plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

When planning lessons, I When planning lessons, I
review long term goals am always sure to include
and divide our plan of needed supports and
action into shorter, more extended learning
manageable chunks to set activities of various levels
students up for success. of development. 11/22
9/23/21
When planning Open
Before starting a new House lessons, I ensure
unit, I review the content that content is aligned
and consider how long is across the curriculum. We
might take us to complete incorporate projects that
based on our needs. I are completed within a
then create a pacing guide day and over a span of 4
that is suitable for our weeks. 4/8/23
class, based on needs and
learning styles. 4/29/22

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate 4/29/22 responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student needs and styles. 4/8/23
content, learning, and Seeks to learn about Integrates results from a Facilitates opportunities
language needs through students’ diverse learning Uses assessments of broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site and language needs students’ learning and assessments into their learning and the
and district. beyond basic data. language needs to inform planning to meet impact of instructional
4/29/22 planning differentiated students’ diverse learning strategies to meet their
instruction. 4/8/23 and language needs. learning and language
needs.

Again, when planning In my current classroom,

lessons, my goal is to I have 7 English Language
meet students where they Learners, all of various
are. I challenge them and proficiency levels. I
support them where always take this into
needed. 9/23/21 consideration when
planning lessons. I know
When planning lessons, I that my emerging
always consider the students need a lot of
learning styles of my visuals, graphic
learners. For example, if organizers, and often
we are practicing sight need access to the home
words, my tactile learners language in order to
might prefer to build access the curriculum. My
their words using expanding students
playdough. My audio and benefit most from
visual learners might sentence frames and
prefer to practice sight word banks. And finally,
words by playing my bridging students
educational games on benefit most from pair or
iPads. My kinesthetic group work. 11/22
learners might prefer to
play sight word I always make it a priority
hopscotch. 4/29/22 to plan culturally
responsive lessons. For
example, our current ELA
unit focuses on fables
from around the world.
4/8/23
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the lessons to address plans. Uses culturally uses a variety of based on in depth
assessed learning students’ learning needs. responsive pedagogy and materials as the analysis of individual
needs of all students. additional materials to instructional needs arises student needs.
support students’ diverse to support student
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

learning needs. 9/23/21 learning. 4/8/23 Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.

When planning lessons, I I assess students before,

adapt and/or during, and after lessons
differentiate when to check for
necessary. I’m currently understanding. If
learning more about how students are not making
to plan culturally progress, I make
responsive lessons when adjustments to meet
it may be lacking from the students where they are.
district curriculum. 4/29/22
9/23/21
I assess students before,
during, and after lessons
to check for
understanding. If
students are not making
progress, I make
adjustments to lesson
plans to meet students
where they are. For
example, my students
were having difficulty
with the order of
operations. Therefore, I
added a daily PEMDAS
warm up to our math
routine. 11/22

My colleagues and I attend

various Professional
Development workshops
where we are taught
the most current and most
effective teaching
strategies across the
curriculum. Please
click here to see an
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

example of a workshop
invite from the district
office. 4/8/23