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

Element Emerging Exploring Applying Integrating Innovati

ng
4.1 Using Plans daily Plans single lessons or sequence of lessons Plans Plans differentiated instruction, which Plans
knowled lessons using using additional assessment information on differentiated is based on broad knowledge of differentiat
g available student academic readiness, language, instruction based students. Matches resources and ed
e of curriculum and cultural background, and individual on knowledge of specific strategies to students’ diverse instruction
students’ information development. 03/21/23 students’ learning needs and cultural that
academic from district academic backgrounds. provides
readine and state readiness, systematic
ss, required academic opportuni
languag assessments.09 language, diverse tie s for
e /2 9/22 Becomes aware of potential areas of bias cultural Planning addresses bias, supporting
proficie and seeks to learn about culturally backgrounds, and stereotyping, and assumptions and
nc y, responsive pedagogy.03/21/23 individual about cultures an members of extending
cultural cognitive, social, cultures. student
backgro emotional, and learning
un d, physical based on
and development to comprehe
individu meet their nsi ve
al Is aware of individual needs. informati
develop impact of bias on on
m on Examines students.
ent to learning.09/29/22 potential
plan sources of bias
instructi and
o stereotyping
n. when planning Engages
lessons. students in
Uses culturally the
responsive analysis
pedagogy in of bias,
planning.11/5/23 stereotypi
ng, and
assumptions.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
I refer to STAR I use formative assessments, student test I used Quizlet
assessment scores, and online schoolwork to determine (Quizlet.com) to
results to gauge students’ academic readiness and individual create a flashcard set
how to plan academic development. on observations and
lessons,
inferences. I selected
focusing on the Additionally, I examine cultural and language
highest needs of backgrounds through observation and student a set designed by an
the class. While records and research to consider how best to educator and edited it
all required develop lessons that will keep the affective to better fit my
assessments are level low. student’s learning
taught, knowing needs. I included
the standards Having beginning readers and students that images with each
that students are hesitant to read non-fiction. I am term and used the
struggle with currently instructing with a non-fiction
option of the term,
most directs read-aloud.
me on how definition, and image
much to All students have a copy of the text and as I to be seen on the
emphasize read, I am modeling thinking about the text opposite side of each
certain areas. I and involving the students in making card. I also activated
use it to predictions and summarizing and providing the audio. This
prepare short answer, written responses. enabled English
effective language learners and
teaching One of my students is an Orthodox Jew and I
beginning readers to
methodologies have researched religious observances that I
and plan for the may incorporate it into lessons. Irena Sendler be able to hear, see,
length or depth is the book we are reading, which is about and read each term. I
of each rescuing orphans from the Warsaw Ghetto think extending the
standard that during WWII. This aligns with a day of flashcard activity with
will be taught. remembrance of the end of the holocaust. a synchronous
writing activity would
I am aware of The students are engaged in the suspense of also be useful, like
the impact of each chapter, are learning unfamiliar words
having the students
bias on in the text and reflecting about Sendler’s
learning and experiences. 3/21/23 write a sentence and
attempt to be draw a picture that
inclusive when describes each term.
choosing
materials and I work at being
planning culturally responsive
lessons. by incorporating
lessons with images,
Considerations
stories, music, and
for
inclusiveness word problems that
 are made when are inclusive of all of
selecting visual my students.
images, books,
and other ISTE 2.1.b. Pursue
materials. professional interests
I am attentive
by creating and
to language
and actively participating
in local and global
learning networks

I stay abreast of
current events, attend
seminars, and read
industry articles
through
https://tcea.org/ to
support improving
my understanding of
technology use in the
classroom and how to
use it to meet various
learning needs.
11/5/25

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
 communication
needs, SPED
accommodatio
ns, and
students’
learning levels.

I am still
growing in this
area,
identifying
research
proven
strategies and
the art of
create the
perfect
”blended”
learning
spaces.

4.2 Communicates Establishes and shares learning goals for Establishes and Establishes and articulates learning Establishes
Establishi learning skill development with students in single communicates to goals to students that integrate and
ng and objectives for a lessons and sequence of lessons. 03/21/23 students clear content standards with students’ articulates
articula single lesson to learning goals for strengths, interests, and learning comprehe
tin g students based Establishes and shares learning goals for content that are needs. nsi ve
goals on content skill development with students in single accessible, short
for standards and lessons and sequence of lessons. challenging, and term and
student available differentiated to long-term
learning curriculum.09/ address students’ learning
29 /22 diverse learning goals for
needs. students.
Assists
students to
articulate
and
monitor
learning
goals.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
Learning Collectively, students are provided the shared
objectives are goals through I Can statements that are
communicated present at the beginning of each lesson and
in each lesson iterated at the close of each lesson. Prior to
or issuing exit tickets, I show and read it aloud
series of lessons. to the class and express that this is how they
It is more so will show what they can do or understand.
shared in rote 11/5/23
and not as
impactful to the Since I last examined this area I take more
students at it time to explain what the learning goals are
could be. and what they will look like once they have
been attained.
I have recently
given thought Students are involved in reading the goals
as to how I aloud and I question the students
can understanding of the goals and recap them in
improve in this my lesson closure.
area.
When designing exit tickets, I refer to the langua
used in the goals to make sure that I am focusing
target and that the lesson leads the students to th
achieve the targets.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
4.3 Uses available Begins to plan curriculum units that Establishes short Refines sequence of long-term plans Utilizes
Develo curriculum for include a series of connected lessons and and long-term to reflect integrations of curriculum extensive
pin g daily, short- are linked to long-term planning to curriculum plans guidelines, frameworks, and knowledge
and and support student learning.03/21/23 for subject matter assessed instructional needs to of
sequen long-term concepts and ensure student learning. curriculum
cin g plans.09/29/22 essential related ,
long academic content
term and language and standards,
short formats that and assess
term support student learning
instructio learning.11/25/23 needs to
nal plans design
to cohesive
support and
student comprehe
learning nsi ve
long- and
short-term
instructio
nal plans
that
ensure
high
levels of
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
Short- and long We are currently engaged in a four Prior to the school
term week, project- based learning activity year beginning I
instructional that is created an outline of
plans are made incorporating science, writing, and each lesson and
using the language skills.
assessments. This
existing
curriculum. This Students have planted seeds and have made included addressing
is considering hypothesis. They are better understanding the CA language
following the how plants grow through observation and standards
district documentation. The final result will be a https://www.cde.ca.
approved writing piece that is supported by facts and gov/sp/el/er/docu
pacing details. ments/eldstndspubl
calendar ication14.pdf and
and vertically In the interim, this learning activity promotes
identifying diverse
aligning with language skills as students informally
the next grade provide verbal reports about their seeds and ways to approach
levels share pictures and drawings academic language
expectations. (documentation). development.

First, I plan for They are also incorporating their hands-on ISTE 2.5.a. Use
the nearest experiences with what they are learning in technology to create,
instructional their science unit about earth. adapt and
period while
personalize learning
considering the
sufficiency of experiences that
the lesson to foster independent
help learning and
students accommodate
approach the learner differences
next standard and needs
or unit in the
coming weeks.
I regularly refer to
Secondly, I do the standards book
all things in to evaluate if my
consideration lessons are aligned
of the and make
statewide adjustments as
 assessments needed. .
and students 11/5/23
demonstrating
academic growth.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
4.4 Plans Selects strategies for single lessons or Incorporates Plans instruction using a wide range Plans
Planning instruction sequence of lessons that respond to students’ differentiated of strategies to address learning instruction
instructio that diverse learning needs. instructional styles and meet students’ assessed incorpora
n that incorporates 09/29/22 strategies into language and learning needs. tin g a
incorpo strategies ongoing planning Provides appropriate support and repertoire
rat es suggested by that addresses challenges for students. of
approp curriculum Seeks to learn about students’ diverse culturally strategies
ria te guidelines. learning and language needs beyond basic responsive Integrates results from a broad range specifically
strategi data.09/29/22 pedagogy, of assessments into planning to meet meet
es to students’ diverse students’ diverse learning and students’
meet language, and language needs.11/5/23 diverse
the learning needs language
learning Is aware of and styles. and
needs of student learning
all content, Uses assessments needs and
students learning, and of students’ styles to
language needs learning advance
through data and language learning
provided by needs to inform for all.
the site and planning
district. differentiated Facilitates
instruction. opportuni
03/21/23 tie s for
students to
reflect on
their
learning
and the
impact of
instruction
al
strategies
to
meet their
learning
and
language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
I have been selecting strategies for single and I am When planning I evaluate the students'
a series of lessons to address students’ differentiating learning needs and do so by reviewing
learning needs but still need to explore instruction by assessments, IEPs, observations, and
more. incorporating communications with colleagues, and
choice boards and
parents.
Strategies have included shared reading, reinforcing
shared writing, think-pair-share, graphic explicit
organizers, online learning games, instruction with Students are placed in both
handwriting, typing, chunking assignments, learning videos heterogeneous and homogeneous groups
and more. from sites like for additional support. They also work
www.mysteryscien 1:1 with me, as needed.
I am seeking to understand the diversity ce. com and
of language needs, beyond the planning Recently, I worked with two students that
classroom and outside of students’ basic practice with
are at grade level in most areas but are
data. online
challenged with their science
manipulatives on
Through observation and direct questioning, www.toytheater.co assignments primarily, due to not
I have learned about other than English m in addition to understanding academic vocabulary. I
speaking households. Processing delays, and other sites. provided guided reading and walked
speech impediments. them through each comprehension
Traditional question,helping them to use the strategy
I know better how to work with the curricula written of rewording the questions for better
so that it interacts with each student and am responses and
understanding. 11/5/23
employing the offerings within electronic multiple choice
platforms. 9/29/22 worksheets are
utilized for
assessment and
included are
www.kahootit.c
om and
www.blooket.
3/21/23
 4.5 Implements Begins to adapt plans and materials in Makes Makes ongoing adjustments to Anticipates
Adapting lessons and single lessons or sequences of lessons to adjustments and instructional plans and uses a variety and plans
instructio uses address students’ learning needs.9/29/22 adaptations to of materials as the instructional for a wide
nal plans materials differentiate needs arises to support student range of
and from instructional learning. 09/29/22 adaptatio
curricul curriculum plans. Uses ns to
ar provided. culturally Makes ongoing adjustments to lessons
materia responsive instructional plans and uses a variety based on in
ls to pedagogy and of materials as the instructional depth
meet additional needs arises to support student analysis of
the materials to learning.03/21/23 individual
assessed support students’ student
learning diverse needs.
needs of learning needs.
all Engages
students. with
students to
identify

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
types of
adjustment
s in
instruction
that best
meet their
learning
Goals.
11/5/23
 I use baseline, beginning of year, I anticipate
assessments to establish new barriers to
instructional plans for standards yet understandin
to be approached but am also g as I plan my
flexible to adjust lessons based on
lessons and
formative assessments.
consider the
When doing so, I incorporate students’
learning tools and strategies like diverse
base 10 blocks, mnemonics, realia, learning
short videos, and games, to address needs.
students’ various levels of learning
in whole class Being
instructions
informed of
I also utilize 1:1 instruction and
small groups to address the students
misunderstandings and to spend through
additional time with struggling engagement,
learners. I make
adjustments
for those that
03/21/23- I am still strengthening need
my skills in this area as students
additional
learning needs are complex and it is
a daily learning process for me to work time, a
understand and then integrate quiet space,
what the students need. audio tools,
multiplicatio
I evaluate their online, independent n charts, etc.
study assignments and check in on 11/5/23
their understanding during instruction
by asking them to ask me a subject
related question or calling on them to
respond to a question or read and
respond to a section of text.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovati
ng
Since the students attend an online
school, I am looking to increase the
amount of hands-on learning
activities for them to demonstrate
their
knowledge, as I think it is challenging
for kinesthetic learners to perform
well with 100% assignments being
online.