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’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs. 7/12/22
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. 7/12/22 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I am aware of my biases I will provide students
but am searching and with activities based
working on taking them upon their level of ability,
into account while academic language
planning. 7/12/22 knowledge, and SEL
needs. I will provide
I am constantly activities outside of what
supporting my students is given from the
in different ways to meet curriculm found from
their individual needs for many resources such as
learning. I am working in TPT, Nat Geo Kids, pbs,

small groups daily, scholastic, etc. to fit their
meeting with two groups needs. 7/12/22
each day. 12/11/22
I have my groups
separated into three
groups - my high, mid,
and low groups. Each day
I meet with my low group
and I alternate days
meeting with my mid and
high groups. The
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
activities are
differentiated for each
group. For my low group,
I focus more on reading
foundations such as
decoding and blending
sounds. I do this via fun
games decodable and
leveled reading books
12/11/22.

One way that I
incorporate technology in
the classroom is by using
educational apps. For
example, I use Seesaw to
assign and grade student
work. It also allows me to
give feedback to students
in real-time. I also use i-
Ready to differentiate
instruction for each
student based on their
diagnostic assessments.
This technology helps me
to create a personalized
learning experience for
each student in my
classroom. 5/3/23
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 7/12/22 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

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

Element Emerging Exploring Applying Integrating Innovating
I will share the lesson As a kindergarten
objectives at the teacher, I can help my
beginning of each unit students set their own
and of each lesson across goals by guiding them
all subjects. Objectives through the process. For
are not yet differentiated example, I can start by
to address learning asking them what they
abilities. 7/12/22 want to learn or be able
to do better, and then
After utilizing the PLP last help them break down
year, I spoke with my that goal into smaller,
principal about how achievable steps. We
developmentally write these steps on a
inappropriate it seemed tracking sheet and review
for the students at my them regularly to track
age. I also spoke on how it progress. I can also

didn't seem to be helpful provide positive
for the parents either reinforcement and
because it held a lot of celebrate their
educational jargon within accomplishments along
it. We worked together to the way to help motivate
develop a new and and encourage them to
improved PLP that is continue working
fitting for both parents towards their goal.
and students. Students 5/3/23
are constantly using these
PLPs to see where they
are struggling, to set their
academic and character
goals, and to have a visual
representation of their
growth. 12/11/22
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. 7/12/22 learning. plans that ensure high
levels of learning.

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

Element Emerging Exploring Applying Integrating Innovating
Curriculum has been As I gain experience with
adjusted to include the curriculum, I have
activities and resources observed that certain
for learners of all needs areas of each subject
throughout the entire require varying lengths of
year. Further adjustments time to achieve goals. For
will be made each year instance, in first-grade
taking in to account the reading comprehension is
individual needs for my a long-term goal, but
students. 7/12/22 students must first learn
to read. As such, I
Our Savvas Curriculum personalize goals for each
Units are broken up into student based on their
six weeks. Following that unique needs. One
sixth week, we take our student may already
unit test. I look over this know how to read, so
unit test prior to their goal may be to
beginning the unit to improve comprehension,
make sure I am while another student
emphasizing areas that may need to focus solely
are more prevalent to the on phonics and sound
test. With this to say, I am recognition. To
not ignoring the other accommodate different
concepts as they are still learning needs, I
important, I am just implement differentiated
making sure that the reading groups that cater
students are well to individual students. In
rounded and still case a student needs
prepared for the test extra support with a
12/11/22. particular concept, I plan
small group or one-on-
one instruction to help
them better comprehend
the topic. 5/3/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
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 7/12/22 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 needs and styles.
strategies to meet content, learning, and Seeks to learn about Integrates results from a Facilitates opportunities
the learning needs of language needs through students’ diverse learning Uses assessments of broad range of for students to reflect on
all students 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
planning differentiated students’ diverse learning strategies to meet their
instruction. 7/12/22 and language needs. learning and language
needs.

I have been analyzing I use assessments, both
which strategies need to formal and informal,
be used at the beginning across all types (tests,
of each unit and quizzes, conversations,
throughout each unit. I small group, independent
tend to reanalyze at the work, etc.) to inform my
beginning of each unit differentiated planning
and will carry over what for my students. 7/12/22
works and change what
didn’t suit my students’ I am constantly using
needs. 7/12/22 small group instruction to
help my students grow
I am trying to keep small and this is where I am
groups more fun and really meeting them
engaging in any way that where they are at
I can. For example, I use individually 12/11/22.
witch fingers that I found
in the Target dollar spot As I build relationships
during Halloween time to with my students and
help my students while gain insights into their
they are reading. They learning styles, I adapt
use these fingers to help my teaching strategies to
them track the words as better meet their needs.
they are reading To illustrate, in math, I
12/11/22. frequently employ visual
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
aids and hands-on
activities, which have
proven effective for many
of my students.
Additionally, I often
integrate technology-
based tools such as First
in Math and Seesaw
activities, which allow
students to showcase
their understanding after
a math lesson. 5/3/23

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
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
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 7/12/22 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

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

Element Emerging Exploring Applying Integrating Innovating
Throughout a unit, I will I follow the curriculum
add or take away lessons and make
different resources when adjustments as needed to
I feel the need arises. cater to the students'
Such as, taking away an needs. I usually teach a
iPad literature game that lesson verbally and then
seems to be more have a hands-on activity
distracting for my to accommodate different
students rather than learners. If a student
helpful. 7/12/22 needs additional support
during a lesson, I pull
We have just begun our small groups for a hands-
math unit that focuses on on activity with different
addition concepts and materials. I change my
strategies. These plans until the concept is
concepts can be difficult learned and use specific
so we are teaching them materials that align with
multiple strategies to do the curriculum. I make
addition problem. Some adaptations based on
of these strategies include student feedback and
drawing pictures, using a understanding
number line, using their throughout the lesson,
fingers, using counters, reteaching concepts in
and using base ten blocks. different ways or making
In our math books, we are complete adjustments to
only told to teach them my plans for the week. I
using pictures and also research different
number line, we lessons from other
understand that these teachers to help my
strategies may not work students reach their
for every student, goals. 5/3/23
therefore I decided to
adjust the curriculum to
be able to reach all of my
students and give them
multiple strategies to
choose what works best
and what is most helpful
for them 12/11/22.