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. (9/23/21) 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
(4/29/2022) social, emotional, and backgrounds
readiness, language
physical development to (11/4/2022).
proficiency, cultural
meet their individual
background, and
Becomes aware of needs. I am still at this level
individual
Is aware of impact of bias potential areas of bias (3/27/2023). Engages students in the
development to plan
on learning. and seeks to learn about Examines potential analysis of bias,
instruction.
culturally responsive sources of bias and Planning addresses bias, stereotyping, and
pedagogy. (9/23/21) stereotyping when stereotyping, and assumptions.
planning lessons. Uses assumptions about
I am still at this level culturally responsive cultures an members of
(4/29/2022) pedagogy in planning cultures (3/27/2023).
(11/4/ 2022).

Introduction lessons for I am aware of CRP and This semester, I am As a member of my

the beginning of the work to mitigate bias in attending more school MAP Growth team,
school year are planned the classroom. I professional development I am intimately aware
in accordance with the incorporate various and working with and knowledgeable of my
school-provided strategies and colleagues to address bias students’ current
curriculum. As I am adjustments during and include CRP in my understanding and
developing lessons and lessons and contact with lesson planning. I include readiness to learn in
receiving assessment students to lessen the diverse examples, English Language Arts. I
data and additional chance of bias in the activities, and models in actively investigate and
information about classroom. I am still the classroom for all implement my
students, I am actively getting to know my students to see themself understanding of
working to incorporate students, and I do not and their culture in cognitive development,
results and student always see the person lessons. I also actively student testing results,
interests into lessons behind the camera plan time for discussion and backgrounds to
moving forward. (students are not and reflection on create, distribute, and
(9/23/21) required to show their challenging texts and provide diverse learning
faces in class). This also reactions. Much of my activities that promote
helps me navigate and curriculum focuses on authentic learning and
identify where possible white, male voices. I work relevance for my students
bias may occur based on hard to diversify texts, (11/4/2022).
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
stigmatization and
inherent biases based on
name or identifying
factors that should not
enter in lesson planning
or assessment. (9/23/21)
I feel I am fully at this
level this semester. In
addition to the above
evidence, I actively
incorporate and address
learning goals and
informal assessments this
semester to monitor and
student academic
readiness, success, and
understanding. As I
reflect this semester, I
noted that my student
population entered High
School in 2020. Students
are still progressing to
understand the analytical
and critical reading and
writing skills they need to
be successful in 11th and
12th grade. Many of my
students need additional
support and
understanding to develop
and demonstrate their
understanding of grade-
level and above mastery
due to a year cut short
from the impact of
COVID-19 freshman year.
(4/29/2022)
Communicates learning Establishes and shares
objectives for a single learning goals for skill
4.2 Establishing and
lesson to students based development with
articulating goals for
on content standards and students in single lessons
student learning
available curriculum. and sequence of lessons.
voices, and perspectives
in the classroom In addition to the above, I
discussion and continue to build
curriculum (11/4/2022). differentiation into my
lessons to provide
support for all students. I
include support for low-
level understanding in all
resources because I
believe that all students
are entitled to additional
supports that will help
them be successful. One
example is in my quiz
study guides, I include
suggested outlines and
sentence frames for short
answer questions. While
not all students need the
sentence frames, these
help understand sentence
structure, and evidence
incorporation and are
available if needed.
I also actively consult
with colleagues who are
experts in anti-racism
and anti-bais practices,
I ask for feedback and
support about
how to eliminate
implicit biases in my
work (3/27/2023).
Establishes and Establishes and Establishes and
communicates to articulates learning goals articulates
students clear learning to students that integrate comprehensive short-
goals for content that are content standards with term and long-term
accessible, challenging, students’ strengths, learning goals for
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
(9/23/21)
I openly discuss skills and
standards with students
during lessons and in
personalized feedback on
assessments. Learning
goals and objectives are
shared with students in
lessons, school-provided
curriculum, office hours,
and in small group
and/or one-on-one calls.
Lessons are designed to
promote students’ deep
understanding of content
and learning goals and
these are discussed
throughout our time
together. (9/23/21)
Uses available curriculum Begins to plan curriculum
4.3 Developing and for daily, short- and long- units that include a series
sequencing long- term plans. of connected lessons and
term and short-term are linked to long-term
instructional plans to planning to support
support student student learning.
learning (9/23/21)
and differentiated to interests, and learning students. Assists students
address students’ diverse needs (11/4/2022). to articulate and monitor
learning needs. learning goals
(4/29/2022) (3/27/2023).
I state learning goals I work hard to directly This semester, I am
related to the standards provide students with the incorporating more goal-
in lessons. I connect learning goals for the setting activities in my
lesson objectives and lesson and unit so they Homeroom and English
goals to larger unit goals can fully understand why classrooms. I work to
and detail transfer skills the learning is valuable establish learning targets
to apply to school and and meaningful. Many in each unit and ask
work environments. I students acknowledge students to reflect on the
work to include both that they complete work targets to set their own
formal and informal self- because it is assigned; learning and growth
assessments into lessons however, most students targets for the unit. In
and assessments for actively participate in Homeroom, I work one-
students to reflect on discussions and lessons on-one with my students
their progress and areas using academic language to set weekly and
of needed growth. I and learning aligned with monthly goals. We also
include alternates and both the lesson and unit set a semester goal.
differentiated supports to learning objectives and Through our calls, we
students - alternates are standards. I also include discuss successes, areas
available to all students. videos, music, and for growth, and students
This mitigates bias and activities that speak to reflect on their progress
alienation for needing students' interests and (3/27/2023).
additional assistance and preferences to increase
support. Modified culturally and personally
assessments and relevant understanding
supports are sent directly (11/4/2022).
to students without
peer’s awareness. All
students receive the
support they need to be
successful. (4/29/2022)
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I enjoy connecting
student learning to larger
learning goals and
transfer goals. I openly
identify for students
where learning is
occurring and how
learning will be applied in
future units and lessons. I
try to open each unit with
a large question for
students to share current
understanding/ideas and
return to the guiding
question at the end of the
unit. Students and I will
return to original
answers to see growth
and learning. I am
working to incorporate
additional strategies for
monitoring learning
(both by self and by
teacher). (9/23/21)
learning. (4/29/2022) learning (3/27/2023). plans that ensure high
levels of learning.
I feel I am still at this level
this semester
(11/4/2022).
As I become more I consider long-range
familiar with my planning and unit pacing
curriculum, I am actively when developing my
implementing specific lessons to ensure that
and differentiated my students are learning
learning goals for units content to support them
and lessons. I am in upcoming assignments.
constantly reviewing and I break down learning
developing future objectives and
curriculum to develop assessments to scaffold
lessons and documents to learning and tasks to
prepare all students (at bolster success and
all levels) for upcoming ensure student learning
assessments and (3/27/2023).
assignments. I consider
and implement academic
language into rubrics and
learning goals to support
all students to success.
I prepare outlines for
portfolio and in-test
essays and short answer
questions. (4/29/2022)
I feel I am still at this level
this semester
(11/4/2022).
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning (9/23/21)
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and Seeks to learn about
the learning needs of language needs through students’ diverse learning
all students data provided by the site and language needs
and district. beyond basic data.
(9/23/21)
My school culture
supports understanding
students’ needs and
contexts by the use of
detailed log entries for
each student provided by
former and current
teachers. I can and do
easily review students’
past grades to see areas
of glows (what they did
well in the past) and
grows (areas where
struggling was apparent)
to inform my planning of
instruction and activities.
I also use data from
interactions with
students to alter
instruction based on
students’ language and
learning needs.
(9/23/21)
Incorporates Plans instruction using a
differentiated wide range of strategies
instructional strategies to address learning styles
into ongoing planning and meet students’
that addresses culturally assessed language and
responsive pedagogy, learning needs. Provides
students’ diverse appropriate support and
language, and learning challenges for students.
needs and styles.
(4/22/2022) Integrates results from a
broad range of
Uses assessments of assessments into
students’ learning and planning to meet
language needs to inform students’ diverse learning
planning differentiated and language needs
instruction. (4/29/2022) (11/4/2022).
(3/27/2023).
I work with a small team I am creating additional
where I take a leadership and alternative pathways
position to create all to understanding and
rough draft outlines and mastery to include in my
final draft templates. I Lesson Introduction
work hard to create Slides this semester. For
outlines that provide example, I created a
additional support for all slideshow to differentiate
students: students and support students in
demonstrating above- understanding
grade-level Romanticism in a
understanding and skills different presentation
receive the reminder, and interactive way.
students at grade level Students received the
receive the directions and same information in a
guided support, and different and interactive
students needing way where they could
additional support apply their learning
receive the above- directly while completing
detailed directions, their work. This also
guided support, and connects to their
examples that formative and summative
demonstrate grade-level writing assessments in
standards. I am aware of this unit (11/4/2022).
CRP and implement this I feel I am still at this level
in my support, resources, this semester
Plans instruction
incorporating a
repertoire of strategies
specifically meet
students’ diverse
language and learning
needs and styles to
advance learning for all
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs (3/27/2023).
In Homeroom, I am
actively working to
incorporate additional
opportunities for
students to reflect on
their learning and long-
term goals. As we discuss
their learning preferences
and needs, students
brainstorm and reflect on
the strategies that best
support their learning
success (3/27/2023).
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and
uses materials from materials in single
curriculum provided. lessons or sequences of
lessons to address
4.5 Adapting
students’ learning needs.
instructional plans
(9/23/21)
and curricular
materials to meet the
assessed learning
needs of all students.
I am currently working to
incorporate “getting to
know you” and additional
student data provided
from assessments and
one-on-one calls to alter
materials, supports, and
lesson presentation to
meet the needs of the
individual students in the
classroom. Written
assessments were
created to incorporate
choice and
accommodations based
on students’ unique and
personal areas of growth
or for special populations.
Most assessments (still
working to make this all)
and lessons. I work to
select diverse examples,
models, images, and
authors (when available
in school-provided
curriculum) so all
students can see themself
and be represented in the
virtual classroom.
(4/29/2022)
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
(4/29/2022)
I work to create, provide,
and research additional
materials and resources
to
support all my students
to succeed in my class. I
offer alternate
assignments for my
students for the majority
of summative writing
assessments. Modified or
reduced written
assessments are provided
on an as-needed basis to
support reclassified EL
students and those with
IEPs/504s. Phone calls
and emails provide
additional
communication and
(3/27/2023).
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 (11/4/2022). Engages with students to
identify types of
I am still at this level adjustments in
(3/27/2023). instruction that best meet
their learning goals.
I create and distribute
graphic organizers,
outlines, and additional
supports for all students
to be successful in my
class. I have created
specific rough draft
outlines for essay
assignments that
breakdown the writing
task into smaller steps
that support all students
to deeper learning and
skills demonstration. I
include additional links,
resources, and supports
in all lessons and graphic
organizers to provide
specific support in
masterful skills
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
have various levels of support. (4/29/2022) demonstration in writing
differentiation: all and assessments that
students are given access meet the needs of
to assessments at the students without
current level of highlighting the
understanding and challenges or specific
alternates are provided gaps in student learning
based on individual levels (to better support and
of need and support. challenge students in an
Rough draft feedback is authentic and supportive
personalized to meet the manner) (11/4/2022).
specific learning needs of I feel I am still at this level
the student. (9/23/21) this semester
(3/27/2023).