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.
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.

I use many forms of I am able to plan my I teach in a multiage

assessments during the instruction based on data classroom. Students are
school year. I use ESGI, collected from multiple taught along a continuum
NWEA, exit tickets, forms of assessment. with a focus on standards
running records. When planning mastery rather than a
instruction, I take focus on a specific grade
The math resource used students diverse level. Students are taught
in my class has a unit backgrounds and learning in small groups in order
opener which showcases styles into consideration. to successfully
various careers I like to utilize differentiate for all
connected to what we are multicultural books in learning needs.
learning. order to be inclusive in 12.6.22
my planning.
I use multicultural 5/5/22 I use math journals to
literature in order to differentiate for my
represent different students. Each student
cultures. And center has a goal that they are
lessons around these working towards. I can
books. easily differentiate for my
9/25/21 students because my
teaching partner and I
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

have mapped out the
standards for K-1 along a
continuum.
5.1.23
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 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
We review what our
learning goal is before a
lesson begins. Learning
goals are also displayed
for students throughout
the lesson.
9/25/21
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student
learning
Applying Integrating Innovating
Our learning goals are Students participate in
shared through students’ student-led conferences.
individualized math During these conferences,
journals. Students’ students are able to pick
learning goals are their learning goals for
individualized to meet the the semester.
needs of all learners. 12.6.22
5/5/22
In addition to student led
conferences, students in
my class are able to give
input on what they are
learning. For example, an
advanced student in my
class is learning about
money and other
students were interested
so I incorporated money
into their warm up
problems.
5.1.23
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
learning. 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

I plan daily with my grade My grade level team has During our pre-service
level team. We have used begun backwards summer PD, teachers
our curriculum to put planning for the next have the opportunity to
together a scope and school year. We looked at long-term plan for the
sequence for our ELA and what our overarching next school year. This
Math pacing. themes for the year are year, my team was able to
9/25/21 and what standards can plan for the next two
be learned through those school years. We have
themes. laid out our base plans
5/5/22 including standards that
are to be taught across
multiple disciplines.
12.6.22

As a staff we not only

have planned for the next
school year but we have
also inputted standards
that can be taught cross-
curricular. We have also
mapped out our essential
questions and student “I
can” statements.
5.1.23

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for s3tudents. advance learning for all.
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
language needs through and language needs Uses assessments of broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
data provided by the site beyond basic data.
and district.
I utilize hands on learning
in my class. I have found
that incorporating many
different forms of
instruction in my
teaching is very beneficial
to my students. I use
movement, songs,
sensory bins and many
more tools in order to
help my students learn.
I teach in a multiage
classroom. This allows
me to have the same
students for two years in
a row. As a result, I really
get to know my students
academically and within
their diverse
backgrounds.
9/25/21
4.5 Adapting Implements lessons and Begins to adapt plans and
instructional plans uses materials from materials in single
Applying
students’ learning and
language needs to inform
planning differentiated
instruction.
Assessments help me
differentiate curriculum
for each student. I am
able to use 2nd grade
material for 1st graders
who are ready for the
challenge or I can
supplement kindergarten
material for 1st graders
who still need extra
support.
I communicate daily with
my grade level team to
problem solve around
students who need
alternatives. For instance,
this year we have pushed
our advanced 1st grade
students to take part in a
2nd grade novel study
group. We also pull
advanced 1st graders to
learn 2nd grade grammar
to ensure they are not
stagnant in their learning.
We also have a program
named Project Read. We
pull these groups of
students who need
additional support in
reading and writing.
5/5/22
Makes adjustments and
adaptations to
Integrating Innovating
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
needs.
I utilize data from
Freckle, ESGI, NWEA and
my own observations in
order to make
instructional decisions.
Since I teach in a multiage
classroom, differentiation
is crucial. I utilize small
groups in order to
maximize student
participation and lower
the student to teacher
ratio during lessons.
During small group
lessons, students are able
to use hands on activities
and games. They are also
able to demonstrate their
learning in many ways.
12.6.22
I assess students before
teaching a unit in order to
determine who have
already mastered the
topic and who needs
additional help.
5.1.23
Makes ongoing Anticipates and plans for
adjustments to a wide range of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I understand that not all In my class, reading and I utilize my personal There are many times
students learn the same math groups are very observations to make within a lesson where I
way or at the same pace. I flexible. Since I teach daily adjustments to need to make
try to incorporate many multiage, the students small groups. Some adjustments. For
different ways for have the ability to groups might also be example, some students
students to practice what accelerate their learning learning the same lesson can spell cvc words
they have learned. I also or move at a slower pace. but need a different without supports and
gauge which students approach to learning some students need
might need to be retaught The materials that we use (more visuals, hands on additional scaffolds.
or who might need in the classroom materials etc.) I can seamlessly address
additional support from (including books and 12.6.22 the different needs in a
either myself or the math word problems) all small group in order to
Instructional Assistant in celebrate diversity and meet the different needs
the classroom. inclusivity. of my students.
9/25/21 5/5/22 5.1.23