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 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.(9/23/21) academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
background, and individual backgrounds, and diverse learning needs comprehensive
4.1 Using knowledge
development. (5/7/22) individual cognitive, social, and cultural backgrounds. information on students.
of students’ academic
emotional, and physical
readiness, language
development to meet their
proficiency, cultural
individual needs.
background, and
(11/6/22) Planning addresses bias,
individual
Is aware of impact of bias Becomes aware of stereotyping, and Engages students in the
development to plan
on learning.(9/23/21) potential areas of bias and Examines potential assumptions about analysis of bias,
instruction.
seeks to learn about sources of bias and cultures an members of stereotyping, and
culturally responsive stereotyping when cultures. assumptions.
pedagogy.(5/7/22) planning lessons. Uses (5/1/23)
culturally responsive
pedagogy in
planning.(11/6/22)

I use the curriculum I create units and single I differentiate my lessons I regularly meet with
provided on Connexus as lessons based on the and assignments to ensure students one-on-one to
well as additional Connexus curriculum, my that all students can provide individual
resources when needed. student’s specific academic participate and learn. I support for their specific
I’m aware of the impact of skill levels, and have attended several needs. I drop and remove
bias on students’ ability background. I’m aware of Professional development certain lessons based on
to learn, which affects bias as a teacher and learn courses on how to be more students’ skill levels.
how I interact with about culturally responsive culturally responsive when Students are taught about
students and teach. I pedagogy. (5/7/22) planning and teaching. I bias and stereotyping
show respect to all my participate in discussions during LiveDiscussions.
students. (9/23/21) about this with my PLC (5/1/23)
and leadership team.
(11/6/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of challenging, and strengths, interests, and students. Assists students
student learning lessons.(9/23/21) differentiated to address learning needs. to articulate and monitor
students’ diverse learning (11/6/22) learning goals.
needs. (5/1/23)

Students are provided with I create goals for each unit
learning goals in the focused on content
syllabus, website, and standards along with their
Connexus. Students are interests and learning
reminded of these goals at needs. I articulate the
the beginning of a lesson. goals at the start of the
Students are given time to unit and during each
ask questions about the lesson. At the end of the
assignment or class goals. lesson, students set a
(9/23/21) personal academic goal
that is based on the unit
goals. Students are
reminded of these goals
throughout the unit.
(11/6/22)
I continue to do what I
have done in previous
semesters which is
creating goals for each
unit focused on content
standards along with their
interests and learning
needs. I articulate the
goals at the start of the
unit and during each
lesson. At the end of the
lesson, students set a
personal academic goal
that is based on the unit
goals. Students are
reminded of these goals
throughout the unit. This
semester I spent more
time following up on
students’ goals and
success. (5/1/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum
for daily, short- and units that include a series
4.3 Developing and
long-term plans. of connected lessons and
sequencing
are linked to long-term
long-term and
planning to support
short-term
student
instructional plans to
learning.(9/23/21)
support student
learning
I have previously created
full units. At the school I
currently teach at, all the
curriculum is already
created. I add or adjust
material to tailor to my
teaching style and/or
group of students. I plan
ahead to ensure students
are building on skills
throughout the year.
(9/23/21)
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning.(5/7/22)
I create lessons that
incorporate short- and
long-term instructional
plans. This includes a focus
on academic language to
help students have a
deeper understanding of
the material they read.
(5/7/22)
Refines sequence of
long-term plans to reflect
integrations of curriculum
guidelines, frameworks,
and assessed instructional
needs to ensure student
learning. (11/6/22)
I focused on this standard
for my POP Cycle. I
focused on helping
students understand how
the lessons build on each
other for each unit. I
reviewed specific skills
that would be assessed
again in future portfolios. I
helped them practice
setting short and
long-term goals related to
their learning throughout
the year. (11/6/22)
Utilizes extensive
knowledge of curriculum,
content standards, and
assess learning needs to
design cohesive and
comprehensive long- and
short-term instructional
plans that ensure high
levels of learning.
(5/1/23)
My role on the ELA
Curriculum focus group
that is in the process of
seletcing a new
curriculum for the English
Depeartment has helped
me pratice this standard.
I’m more aware of the
standards and the
pros/cons of certain
curriculum.
(5/1/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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.(9/23/21)
4.4 Planning
instruction that
incorporates
appropriate Is aware of student Seeks to learn about
strategies to meet the content, learning, and students’ diverse learning
learning needs of all language needs through and language needs
students data provided by the site beyond basic
and district. data.(9/23/21)
I am aware of students’
needs and how they can
impact their ability to
learn. I build rapport with
my students and families
to ensure they feel
comfortable sharing about
their needs and concerns.
(9/23/21)
Incorporates differentiated
instructional strategies
into ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles. (11/6/22)
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction. (11/6/22)
I use knowledge of
students’ backgrounds and
skill levels to determine
what strategies to use
during my lessons.I review
students’ IEP and 504
plans to differentiate their
assignments and provide
individualized support. I
review my students’
assessment scores to
create more tailored
lessons. (11/6/22)
Plans instruction using a Plans instruction
wide range of strategies to incorporating a repertoire
address learning styles of strategies specifically
and meet students’ meet students’ diverse
assessed language and language and learning
learning needs. Provides needs and styles to
appropriate support and advance learning for all.
challenges for students.
Facilitates opportunities
Integrates results from a for students to reflect on
broad range of their learning and the
assessments into planning impact of instructional
to meet students’ diverse strategies to meet their
learning and language learning and language
needs. needs.
(5/1/23)
I incorporate different
activities and assessments
in my lessons each week.
I provide extra support
and resources for the
assessments in the
curriculum that I can’t
modify. (5/1/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from the materials in single lessons adaptations to
curriculum provided. or sequences of lessons to differentiate instructional
4.5 Adapting address students’ learning plans. Uses culturally
instructional plans needs. responsive pedagogy and
and curricular additional materials to
materials to meet the support students’ diverse
assessed learning learning needs.(9/23/21)
needs of all students.
I make adjustments to my
lessons based on students’
needs. To be culturally
responsive, I have
discussions about topics
that are greatly (negatively
or positively) impacting
our society. I stay educated
on these topics to prepare,
so I feel confident talking
about them. Students are
given the opportunity to
share their thoughts.
(9/23/21)
Makes ongoing
adjustments to
instructional plans and
uses a variety of materials
as the instructional needs
arises to support student
learning.(11/6/22)
I modify assessments to
meet the needs of my
students. For example,
general education
students write a
five-paragraph analytical
essay. Students with IEPs
can complete the writing
using the SOAPSTone
Reading Strategy outline
instead. The modified
version has students
practice the same skills of
analyzing a text with the
support of textual
evidence. (11/6/22)
Anticipates and plans for a
wide range of adaptations
to lessons based on in
depth analysis of
individual student needs.
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
(5/1/23)
Being PLC Lead, has
helped me learn more
ways to make adaptations
to the curriculum to
better support student
learning.
I attend IEP and 504 PLan
meetings which allow me
to speak to students and
their caretakers about
their challenges.
(5/1/23)