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.
readiness, language
physical development to 5/3/23
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 and members of assumptions.
pedagogy. 9/23/21 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
5/8/22 and 5/3/23

A strong emphasis on As I have mentioned a Differentiated instruction

cultural diversity is couple of times before, I
foundational to our have taught many of the
school culture. The same students for two
trilingual immersion years now. This means I
curriculum provides have learned about their
various opportunities to different backgrounds for
have students explore quite some time. I often
their backgrounds and elect students to lead
their non-preferred
cultures; subsequently,
activities. Their peers and
this means teachers are
I support their endeavors
able to learn quite a lot
by always providing the
about their students. right answers,
Information about techniques, and questions
students is often utilized when they need them.
during English and This semester, we have
history lessons, as a way also been lucky to read
of activating background several books that
knowledge about celebrate the cultures of
has allowed the diverse
middle schoolers I teach
to most effectively engage
with their work. Some of
these middle schoolers
would go the entire year
without saying a word if I
let them; asking others to
stop talking for 10
minutes is a tall order. I
appreciate how different
their dynamics are.
Students can choose to do
quarterly projects in
different forms, including
video presentations or in-
person. Essays must be
text-based, but topics and
form can vary.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

geography and other many of the students in
concepts. In one project, the class. I am building a
students were tasked library of books that
with taking an interview detail stories from Asia,
sheet home to Africa, South America,
investigate their and elsewhere.
families' backgrounds.
Students were excited to
learn about new
elements of their
personal history they
had not known before.
They were then tasked
with organizing their
information into a
poster, using technology
like Google Images to
enhance their research
capabilities.
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. 5/8/22 to articulate and monitor
learning needs. 9/23/21 5/3/23 learning goals.

For my third grade class, This semester, I informed

expectations for writing the students of their
were dramatically quarterly goals to a more
increased from last year. specific extent than ever
Required elements before. I provided them
include cursive for examples of what the
handwriting, complex quarterly test would look
sentence structures, use like at the beginning of
of adverbs, and the quarter. Similarly, I
allowed them to check
knowledge of
their progress on my
foundational
yearly lesson plan. Many
grammatical concepts,
students appreciated the
including dependent and opportunity to
independent clauses. understand where they
Several students have were going to be. Because
demonstrated a need for my administration
support with some of provides detailed
these topics, especially curriculum expectations
knowing when to use a for instructors, these
comma before a sheets can be used to
conjunction or keeping relay the goals for
paragraphs on topic. In students.
order to articulate their
goals more clearly, I I am still looking for more
provide them with a ways to extend the short-
review checklist, so that goals I give students. I
they moderate their own give students clear goals
application of learning. during the first quarter of
This checklist has also school, such as
supported our revision generalizing writing
formats, establishing
lessons, making them
social boundaries,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

more systematic and creating organizational
scaffolded. When re- habits, or making
writing first drafts to studying habits more
turn in as final copies, consistent. These goals
this checklist is are helpful for students
extremely beneficial. I across subjects.
have reminded the 5.3.23
students on a number of
occasions that they are
free to ask for as many
as they might need.
These students also
have extensive history
using a self-check
grammar system called
CUPS; since their second
grade, they have been
reminded to always
check for Capitalization,
Understanding,
Punctuation, and
Spelling. Students are
rewarded in class if they
remind the class about
CUPS. I will send that
student to the
whiteboard in order to
emphasize their role as
a leader and the
importance of checking
one's writing.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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. 9/23/21 learning. 5/8/22 plans that ensure high
5/3/23 levels of learning.

 Lesson planning The rate at which classes

follows a spiral progress the stipulated
curriculum, with curricula depends on so
material returning in many factors. This
a variety of forms as semester, I have needed
grades ascend (I to increase the speed at
teach elementary, which we are working at
middle, and high and also provide more
school). work– all in different
 Monthly meetings classes. I am learning how
with curriculum to be more comfortable
director ensure clear with moving ahead (or
approaches to behind) from my goals. As
student goals. students demonstrate
 All lesson plans progress or needs for
written with an support as they strive to
objective or goal in reach goals, I am taking
mind; these come notice of their
from the spiral engagement and
curriculum that the assessment results in
entire school follows. order to ensure the rate
 Communication with matches their needs. A lot
children about of work has been sent
expectations and home, with guidance
goals. Models from parents, to keep up
provided to or even go ahead of our
demonstrate said goals.
expectations..
9/23/21 I remain focused on
finding different methods
to encourage long-term
goals, especially those
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

outside of the academic
and cognitive domains.
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. 9/23/21 and language needs. learning and language
5/8/22 needs.5/3/23

This year, a student in Advanced learners in two Classes this year have a
my third grade class has of my classes have wide range of capacities,
been designated by necessitated a whether that is academic,
administration as not modification of lesson cognitive, emotional, or
eligible for re- plans and activities. social. Instruction
enrollment. Although Because they completed strategies have needed to
her grades in my classes the worksheet curriculum vary from class to class
are appropriate for the so quickly, I have depending on the
grade-level, her needs organized class-wide learning needs of
competition review students. Some classes
for support have
games to ensure require extensive
become too demanding
engagement is kept at a scaffolding, while others
and are beginning to
high level. Students are are distracted by it. Text-
detract from her reviewing work from based work is necessary
perception of school in across the year, and we during lessons, but most
general. With this in choose from several other projects are choice-
mind, ensuring school is activities to engage in. based. Students can
an enjoyable experience Students with needs in always choose how they
has become a learning the social-emotional want to engage with
need for this student. domain are supported lessons, whether this is a
Because they are able to through these measures pair-share, regular share,
engage consistently in as well. Their usual group work, or exit ticket
my class, I use this as an routines of independent response.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

opportunity to task this work have been changed,
student with leadership and there are now new
roles, such as speaking opportunities to develop
to the class, passing out targeted skills.
papers, and writing on
the board. Another
student in class, an
advanced learner, has
also been tasked with
making sure the
targeted student is
always supported as a
leader. They receive a
dual reward when tasks
are accomplished.
Academically, this
student receives a
number of supplemental
materials to study at
home. In class, she often
asks for more time than
is allotted for given
assignments. To
accommodate for this, I
allow her to take non-
exam assignments home
to finish. Pictured below
is an example of the
supplemental material
this student takes home
with them. These
assignments are meant
to condense class
learning, such as the plot
of a book, into bits that
can be studied and
practiced at home

4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
9/23/21 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 5/8/22 learning.5/3/23 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

A vocabulary curriculum Many of the students that My administration has

consisting of 160 spent the last two years helped me organize plans
different words is in virtual classrooms are for students who will not
delivered to third beginning to demonstrate meet curricular goals
graders in my English difficulty with conflict because of language,
class. These words are resolution. My colleagues family life, or other non-
taken from Wordly Wise and I have made it an academic reasons. These
Book 4, a textbook explicit goal to encourage plans have been called for
aimed at fourth/fifth their emotional a few times, and they
management and allow have taught me how to
graders. As we continue
them to sit in groups, understand the
through lessons
regardless. Lesson plans perspective needed.
together, and students
revolve around teamwork Incremental progress is
are quizzed every Friday and inclusion: students still progress, and all
on a given lesson, I have are learning how to deal students deserve to learn
students make flash with others and ask for something while they are
cards of the words they help when no solution at school. In cases where
miss on vocab quizzes. I can be found. This is students are extremely
will then take note of the benefitting the students far behind, their teachers
words that are missed who come from a can still find goals for
the most often during household where they are them that relate to the
tests and create study not expected to speak corresponding
guides based on those publicly often. curriculum.
words. If students do
not miss words on
quizzes, then they do
not need to create flash
cards. Every month,
students are quizzed on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

the lessons covered in
that month– a
cumulative test for
review. Again, these
results are analyzed for
the most commonly
missed words and then
organized into personal
study guides for
students. I include
pictures to provide
different representation
of the learning goal.
These seem to help with
students who do not
prefer vocabulary as an
activity.