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
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
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.
culturally responsive
pedagogy in planning.

9/23/21 10/10/22 NT 4/9/23 NT

All of my students come My class is small so I am I really like the UDL
from the same cultural able to thoroughly test theory where if I make
background so I am and understand where the information
learning as much as I each of my students are accessible for everyone,
possibly can about at in each subject and everyone can benefit
Korean culture. The understand their needs. from it. I have extended
students teach me every For example, I know a learning opportunities for
day. Because they are all certain student does students who need it, but
from the same cultural better when he has a hard my lowest students can
background, I have been copy of whatever he complete each task that I
learning more about their needs to copy off of the give. From there, there
individual backgrounds board and another are ”add-ons” that I
as well. Normal for one student also benefits challenge students to do
family is not normal for from that and extra time. in their work. Because we
another family even I make the hard copies for have a standard of
within the same cultural them when I’m planning excellence, once students
background. I use my my lessons so they have can do something on their
knowledge of each what they need when own, they need to select
student as an individual they need it. an ”add-on” to add onto
to plan differentiated their work.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
instruction.
NT 3/10/2022 – Using
assessment data from my
students, I differentiate as
needed for academic,
social, and individual
needs. Because I am from
a different culture than
my students, I spend a lot
of time researching and
asking questions about
my students’ culture and
trying to learn about their
needs so I can be the
teacher they need.
Integrating Innovating
Our curriculum itself
does a very good job of
being multicultural, so I
just make sure that I
research before I teach
anything about a culture
that isn’t mine. I also ask
the students to contribute
their life experiences to
discussions and we talk
about the human factor in
all of our multicultural
discussions.

MT 3/10/22 – I find Lucy

is very intuitive in how
she views her students.
She uses assessments
(weekly, monthly, mid-
year, etc.) to determine
the needs of her students
and then applies different
methods to reach them.
She seems to just know
what works with one
student may not work
with another and so finds
different ways to teach
and reach her students.
She tries extremely hard
to understand her
students’ cultural
background and how
their culture affects their
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

9/23/21 10/10/22 NT 4/9/23 NT

This is part of classical I still write every lesson I have our stated short-
education. It is a school objective on the board for term and long-term goals
requirement to write the each lesson, but I now I that we’re working
lesson objective on the have students tell me towards as a class and
board at the beginning of what it means in their then students each have
each lesson. Every lesson own words. At the end of their own short and long
is also differentiated for the lesson, I ask students term goals. Each student
each student so they if they have achieved the is responsible for meeting
often have modified goals learning goal and how. If his or her own goals and
that I have to explain to the given learning goal explaining whether or not
them on an individual for the curriculum does they achieved them and
basis. I sometimes do this not match our class’s why they did or did not
verbally and other times needs, I tweak it to meet achieve them.
write the modification on our needs while still
their paper. meeting the standards.

NT 3/10/2022 – Before
every lesson, I write the
learning goal on the
board and explain it to
the students so they
know what I am
expecting from them. The
learning goal is what my
assessments are based off
of and are taken straight
from the curriculum and
content standards.

MT 3/10/2022 - Lucy
identifies what the
learning goals/objectives
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
are for each subject
lesson and not only
writes them out in her
weekly lesson plans but
she informs her students
what they are so they are
aware of what they are
supposed to know by the
end of the lesson or unit.
Her assessments are used
to make sure that her
students learned the
objectives/goals of each
lesson as she stated

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. learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
9/23/21
I am here. I am currently
working on creating a
series of connected
lessons that will meet
long-term goals. For
example, I have the grade
level standards for
language arts for both
grades I am teaching. In
each grade, I am making a
series of lessons that will
build up to each standard,
but I haven’t linked them
together for the year. I
think that next year I will
have a better
understanding of how to
create the overall goal
spreadsheet to hit every
standard and the smaller
daily lesson plans that get
us there.
Applying Integrating Innovating
NT 3/10/2022 – I have 10/10/22 NT 4/9/23 NT
the long-term planning I make my overall long- I plan backwards. I start
down really well and term plans at the with the end goal in mind
based off of those beginning of each and then work my way
trimester and year plans, semester. At this point, I back to quarterly goals,
I break down my short- make sure they fit with monthly, weekly, and
term planning. curriculum guidelines then daily planning. I
Sometimes, my short- and frameworks, and know when we need to be
term planning has to then I assess the students at each spot in the
include more reteaching to make sure they’re at curriculum and what is
and it changes the long- the same point as the coming up next so
term planning. For curriculum starts. If students can be the most
example, my third grade they’re not, I change the successful.
students were are about a plans to reflect what my
unit behind, because they students need to be
hadn’t mastered successful learners.
multiplication yet so
moving into division
would have created a
learning gap that would
have been difficult to
recover from. They’ve
now mastered
multiplication, but there
is no way to move
forward faster to get back
on the original plan.
3/10/22 – This being the
first year of teaching
2/3rd graders and the
unique curriculum that is
used at BCA, Lucy has
done a wonderful job of
acclimating to the
resources provided to
teach her students. She
seems to know and
planned her school year
to make sure all the
content is covered within
one academic year, then
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
divides those content into
weekly lessons that will
keep her students on
pace. However, Lucy also
realizes when she needs
to set that time schedule
aside for a little bit by
knowing her students so
well. She interjects a
project or a review when
she sees the need for it.
For example, after
reading Little House on
the Prairie, they could
have just continued on to
the next book, but her
students enjoyed learning
about life in the prairie
and so she added a
project that had them
making stew and making
covered wagons. They
students loved the hands-
on learning and being
able to be creative.

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
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
MT 3/10/22 – I feel Lucy 9/23/21
has already identified her I use graphic organizers,
learners and where they modeling, hand motions
were at the beginning of for vocabulary, songs, and
the year, and through a lot of other
observations and differentiated
assessments, where they instructional strategies to
are now. Knowing what meet each student’s
kind of learners they are needs.
now, she has adjusted her
lessons to make sure that I assess daily and weekly
she is still continuing to with various methods to
meet the needs of her make sure that what I am
struggling and advanced doing is resonating with
students. She still my students and they are
continues to work on learning the desired
vocabulary because so objectives.
many of her students are
English Language NT 3/10/2022 – I am
Learners. She makes sure applying in this area. Due
the vocabulary is easily to being from a vastly
accessible to her different culture than my
students. She also adds students, I am hyper
modified vigilant to make sure I am
assignments/assessments meeting my students’
into her lesson plans that needs by understanding
she turns in weekly to where they are at with
account for those their English skills,
students who may need learning styles, and
workload or content needs. Most of my
modified or a more students are English
challenging worksheet or Language Learners so I
activity. check in often with
different types of
assessments to make sure
my students are
understanding. If they
don’t understand, we
stop and do a reteach
using a different strategy
or different words.
Integrating Innovating
10/10/22 NT 4/9/23 NT
I have three basic modes I use several strategies to
for giving students meet all of my students’
information: media, needs such as media,
stories (either written or technology, print, and art
told), and the actual to help students meet
text/resources from the their learning goals.
curriculum. After I teach
them the materials, I have I routinely stop and have
another arsenal of ways my students check in and
that students can reflect see if they are at their
on their learning and learning and language
present their learning goals.
back to me. Students can
use choice menus, PBL
presentations, and more
to show me they
understand so that each
student is challenged at
their level.
To grasp my students’
levels, I use benchmark
data, information from
the prior year’s teacher,
oral, written, and
observations to make
sure I really understand
where each student is at.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Implements lessons and
uses materials from
curriculum provided.
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Emerging Exploring
Begins to adapt plans and
materials in single
lessons or sequences of
lessons to address
students’ learning needs.
9/23/21
I am somewhere between
exploring and applying. I
often adapt single lesson
plans to address students’
learning needs. I use what
I know about my
students’ culture to
connect students with
their learning materials
and I try to support their
diverse learning needs.
Where I fall short of
applying is meeting my
higher students’ needs in
math. Some students are
so advanced that I’m not
sure where to even meet
them at; their parents are
having them repeat a
grade so they have seen
all of this material before,
but they are not quite
ready for the next grade
level math.
NT 3/10/2022 – I am
exploring and starting to
enter into the applying
Applying
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
10/10/22 NT
When something in our
curriculum doesn’t work
for my students, I change
it or alter it to work. For
example, for my EL
learners, I change math
word problems to use the
vocabulary they know or
teach them the
vocabulary they don’t
know so they can
understand it. If there’s
something my students
need (like an extra book
to help them understand
something better or just
to delve into something
they are interested in
more), I will get it and use
it. I think that just being
versatile and prepared as
a teacher is the key to this
CSTP.
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
4/9/23 NT
An example of this is
when I realized my
students were struggling
with the concept of time
passing in our math unit
on time. I stopped, looked
for the strategy I used last
year (shading the clock to
show the time that
passed) and did a reteach
with my students.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
stage in this category. I
know how each of my
students learns best and
make adjustments or
adapt material to meet
their needs, but I am still
learning daily how to do
this better. For example, I
know I need to scaffold
vocabulary and have a
word wall for some of my
students so we add to it
every day and I now plan
for it in my lessons
instead of realizing in the
moment that we’re going
to need to do it. I would
say I’m still exploring
though because this
doesn’t come naturally
every time yet.

MT 3/10/22 – I have
noticed that more
recently Lucy will modify
some of the lesson plans
from the Teacher’s
Editions to accommodate
her students’ different
needs. She is already
planning in her mind and
weekly as she goes over
the lessons, where she
can take something out
because she knows all her
students already have
mastered that or she will
add more resources or
content or activities to
another lesson because
she knows that concept
will be hard for some
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
students to grasp.