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

Element 4.1 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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language 9/20/21 emotional, and physical 4/20/22 10/29/22 3/20/23
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Examines potential stereotyping, and Engages students in the
instruction. on learning. Becomes aware of sources of bias and assumptions about analysis of bias,
9/20/21 potential areas of bias and stereotyping when cultures and members of stereotyping, and
seeks to learn about planning lessons. Uses cultures. assumptions.
culturally responsive culturally responsive 4/20/22 10/29/22 3/20/23
pedagogy. pedagogy in planning.

Students are comfortable I use ESGI for assessments Students have different During small group
and feel safe to speak and pre-assessments as work based on their instruction time, I target
during instruction time. I well as other ways of abilities. When planning my groups to fit the needs
make sure that all biases assessing through and teaching my lessons I of each student in the
are not impacting student hands-on ways like cutting, make sure to incorporate group. Students have
learning. All students get gluing, coloring, using clay, my students. For example, different work based on
to participate in all etc. I also use ESGI to see when teaching places their abilities. I
discussions. the growth that students around the world I make incorporate what students
9/20/21 are making and what I sure to talk about the are interested in my
Evidence need to reteach or help places the students are lessons.
them out on in a given from. All students are 3/20/23
content area. ESGI gives a taught and shown
chart that I use to see the kindness and it is I treat all students the
growth of individual demonstrated how to act same no matter what. The
development. To ensure in each lesson. rewards and
that I teach to all cultural 4/20/22 10/29/22 consequences are the
backgrounds by looking at same for every student.
FACTS. 3/20/23
9/20/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element 4.2 Emerging
Communicates learning
objectives for a single
lesson to students based
4.2 Establishing and on content standards and
articulating goals for available curriculum.
student learning 9/20/21
Learning objectives are
on the focus wall and are
posted around the room
with students’ work. I am
still working on stating all
objectives to students for
every lesson that is being
taught. Standard is
written in lesson plans
and used in yearly
curriculum standards.
9/20/21
Evidence
Exploring Applying
Establishes and shares Establishes and
learning goals for skill communicates to students
development with clear learning goals for
students in single lessons content that are accessible,
and sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
4/20/22
Before beginning the
lesson I state the objective
and what students will be
learning during the lesson.
Students repeat this to
ensure they understand
and can remember what
happened. Standard is
written in lesson plans and
used in yearly curriculum
standards.
4/20/22
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
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I am always thinking of
students' interests,
strengths, and learning
needs when lesson
planning. I state that
student learning goals and
the objective in an age
appropriate manner. I
have students repeat it a
few times so I know they
know what we are going
to do. Even if the year long
curriculum starts we are
on a different topic I move
things around or reteach
topics using the next
lesson or materials
needed to be used.
10/29/22
Innovating
Establishes and
articulates comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
learning goals.
3/20/23
As a TK teacher, I do speak
to my students about
what they should know
and teach them and
reassess them on often. I
believe they do know their
goal. I mostly speak with
the parents on the goal of
the students. I send home
progress reports and ESGI
reports so parents can see
where their child is
academically and
behaviorally.
3/20/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element 4.3 Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
9/20/21 4/20/22 10/29/22 plans that ensure high
learning
levels of learning.
3/20/23
Before the school year I have the year map and I have long term
starts I map out the whole update it every few weeks instructional plans with a
year to ensure all with where students are year plan that I update
standards are met. Each and how they are doing. I throughout the year when
week I make a detailed use both the year map needed. My short term
lesson plan to make sure with overall lesson topics lesson plans are my daily
all standards. Throughout and then week lesson and weekly plans. I am
the year I update the plans with more detailed always working to make
yearly curriculum map lessons. There are my lessons fun and
when students need more different types of lessons engaging.
practice or a reteach of a to meet each learner. 3/20/23
lesson. 4/20/22 10/29/22
9/20/21
Each year I teach the same
topics but change how I
Evidence teach to meet the
students' needs.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element 4.4 Emerging Exploring
Plans instruction that Selects strategies for single
incorporates strategies lessons or sequence of
suggested by curriculum lessons that respond to
guidelines. students’ diverse learning
needs.
4.4 Planning 9/20/21
instruction that 4/20/22
incorporates
appropriate Is aware of student
strategies to meet the content, learning, and Seeks to learn about
learning needs of all language needs through students’ diverse learning
students data provided by the site and language needs
and district. beyond basic data.
9/20/21
4/20/22
I plan lessons that are
hands-on, visual, and
auditory. Not all lessons
use all three but for each
subject throughout the day
I change which learners I
am meeting their needs so
that all learning styles are
being met. For example, In
math, I taught a lesson for
three days. Day 1 lesson
was to discover and learn
Evidence about shapes and their
attributes. we made the
shape on the board, and
then the student would
form the shapes by moving
themselves into that
position. On day 2, I passes
our clay and I
demonstrated making thin
and thick pieces of clay.
Then we made pretend
pizza’s out using small and
big shapes as well as thin
Applying
Incorporates differentiated
instructional strategies
into ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
10/29/22
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.
10/29/22
I have students write less,
have them tell me the
order and I will help them
cut and glue. I work extra
during afternoon center
time with students. Let
them use more technology.
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Integrating
Plans instruction using a
wide range of strategies to
address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenges for students.
Integrates results from a
broad range of
assessments into planning
to meet students’ diverse
learning and language
needs.
Innovating
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
3/20/23
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
3/20/23
I have students repeat
words and sentences to
get help them understand
and learn new sounds.
3/20/23
I give students the time to
see how they are doing. I
have a sheet that students
answer after their work.
3/20/23
I had a student who did
not like share (show and
tell) at the beginning of
the year. The student was
a ELL student. Know he
loves to share and is
excited each week.
3/20/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
and thick shapes. Day 3 we
talked about the shapes
attribute how many sides
are there in a given shape,
is it round, etc. All of these
help me check to see if
students are
understanding the
material or not.
9/20/21
4/20/22

I talk with my students and

get to know them on a
personal level so that I can
learn and meet all their
needs.
9/20/21
4/20/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element 4.5 Emerging Exploring Applying Integrating Innovating

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
4.5 Adapting
needs. responsive pedagogy and as the instructional needs individual student needs.
instructional plans
9/20/21 additional materials to arises to support student 10/29/22 3/20/23
and curricular
support students’ diverse learning.
materials to meet the
learning needs. 4/20/22 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals.
10/29/22 3/20/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
During an ELA lesson, I
have students use multiple
ways of learning the
lesson. For example, the
lesson included different
learning styles-visual,
auditory and kinesthetic.
To help the visual learners
the sight word is posted on
the projector with the
PowerPoint many different
times students read the
sight words. To help the
auditory learners students
read the words out loud
and state sentences to go
with the words. For the
kinesthetic learners,
students stand up and do
different movements to
help them spell the word. I
Evidence
noticed that sometimes the
TK students will go ahead
and think they know what
word is coming next but I
make it a challenge to
ensure that they are
reading and not just
guessing.
Every assignment I look at
to ensure that students are
understanding the
concepts to know what to
teach next
9/20/21
I am always changing my
plans based on what the
students need on a given
day. I build on vocabulary
words and have students
read sentences. During an
ELA lesson, I have
students use multiple
ways of learning the
lesson. For example, the
lesson included different
learning styles-visual,
auditory and kinesthetic.
To help the visual learners
the sight word is posted
on the projector with the
PowerPoint many
different times students
read the sight words. To
help the auditory learners
students read the words
out loud and state
sentences to go with the
words. For the kinesthetic
learners, students stand
up and do different
movements to help them
spell the word. I noticed
that sometimes the TK
students will go ahead and
think they know what
word is coming next but I
make it a challenge to
ensure that they are
reading and not just
guessing.
Every assignment I look at
to ensure that students
are understanding the
concepts to know what to
teach next.
4/20/22
I am always listening and
paying attention to my
students when I am
teaching. Are they
understanding what's
being taught, is it too easy,
too hard, do I need to
reteach or can I move on.
Do I need another day of
teaching this lesson? Do I
need to skip another
subject that I know
students comprehend
already? For example,
when learning letters and
sounds and what word
starts with that letter
students were struggling
so we played another
video so they could see
and hear words that
started with that letter. I
notice if the students are
not paying attention and
try to figure out why.
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3/20/22