CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans daily lessons using
available curriculum and
information from district
and state required
assessments. 9/18/22
4.1 Using knowledge
of students’ academic
readiness, language
proficiency, cultural
background, and
individual
Is aware of impact of bias
development to plan
on learning.
instruction.
I have used district Unit
planners, collaborated
with other teachers in my
subject area, and used the
CA state standards to
plan my lessons and
sequencing. Out district is
participating in a rigorous
curriculum design project
that will hopefully allow
me to make steps to
improve my curriculum.
9/18/22
Exploring
Plans single lessons or
sequence of lessons using
additional assessment
information on student
academic readiness,
language, cultural
background, and
individual development.
5/2/23
Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy. 5/2/23
I discuss mathematical and
statistical bias with my students,
look for biases in my own data.
I attempt to use lessons that
include scaffolds to reach all
learners where they are at and
provide supports to get them to
the next level of understanding
and mastery. I try including
math lessons that take culture
into account and celebrate
culture of varying communities
present and not present at our
school. 9/18/22
I would like to incorporate more
cultural awareness into my
math lessons, but I still find it
difficult on some occasions. In
statistics we constantly discuss
the sources of our data, bias and
reach of our studies, but I can be
doing more in Algebra 1. 5/2/23
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
12/10/23
The demographic of our
school is changing as the
boundaries of our district
lines change. The percent
of EL students in my class
has changed, and the
percent of my students
from varying
backgrounds has changed
as well. I have been
looking at data on my
student’s English
proficiency levels and
embedding more EL
supports into my math
content through
feedback, notes frames,
vocabulary review and
math talk. 12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of lessons.
student learning 9/18/22
Learning Targets are
presented for each Unit of
study. Each Learning
Target has 3-6 focus skills
that are presented to
students as “I can…”
statements. Learning
Targets are printed on
the first page of each
notes packet for the
week/unit, and the focus
skill for each day is
written at the top of the
lesson. 9/18/22
Applying Integrating Innovating
Establishes and Establishes and Establishes and
communicates to articulates learning goals articulates
students clear learning to students that integrate comprehensive short-
goals for content that are content standards with term and long-term
accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 5/2/23 learning goals.
At the beginning of each Teacher has identified a
unit, students are given a relevancy for each unit
checklist for the priority that is taught. along with
learning target of study, student facing success
and all the success criteria for each Unit
criteria they will meet to learning target. Students
master that learning are presented with the
target. We return to the learning target and
checklist whenever we success criteria at the top
reach above 80% mastery of their notes each day
as a class, and each and we continue to check
student completes a self- off our progress as a class
assessment on the and through self-
success criteria two days assessment. 12/10/23
before the unit
summative test. 5/2/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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 9/18/22
learning
Unit are based on
Learning Targets (which
are based on the CA
common core standards.)
The skills for each
learning target are
connected and sequenced
in the lessons throughout
the Unit. Lessons are
planned with
consideration for
upcoming units and use
of the material in future
math classes. 9/18/22
Applying Integrating Innovating
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. 5/2/23 learning. 12/10/23 plans that ensure high
levels of learning.
Our rigorous curriculum Teacher sequences units
design project has helped using online resources for
me to sequence long term both content areas using
plans for my classes, and common district planners
more effective short-term (also seen here) and
sequences with areas for common district day-to-
growth and room for day lesson progressions.
reteaching and adjusting Teachers collaborate in
within a unit. Backwards- real time on collaborative
design has helped me to online documents
meet the needs of Teachers have multiple
students at all levels. planning days a year to
5/2/23 meet and adjust pacing
and planners. 12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning 5/2/23
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and Seeks to learn about
the learning needs of language needs through students’ diverse learning
all students data provided by the site and language needs
and district. beyond basic data.
5/2/23
Within a lesson, I pair students
in groups so that those who are
struggling can receive support.
There are DOK questions for
students that are ready to
extend their thinking and
leveled activities to allow
students to work at their own
pace. 9/18/22
Through formative assessments
(within lessons, activities,
weekly quizzes) I continue to
learn about student’s unique
learning needs and will speak
with counselors and
intervention specialists about
student’s language needs.
9/18/22
I take differentiation very
seriously and have found ways
to meet the needs of learners at
all levels, but I think I could still
make major improvements to
incorporate culturally
responsive pedagogy into my
planning and classroom
environment. 5/2/23
Applying Integrating Innovating
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
needs and styles.
Integrates results from a Facilitates opportunities
Uses assessments of broad range of for students to reflect on
students’ learning and assessments into their learning and the
language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 12/10/23 and language needs. learning and language
needs.
Teacher incorporates strategies
with multiple modalities for
students to engage with the
lesson content. In a sample
observation recorded here,
teacher starts the lesson with a
whole-class rock-paper-scissors
activity to involve every student,
then leads a group discussion as
to how to calculate the
probability of winning rock
paper scissors against everyone
else in the class (the probability
of winning consecutive games of
rock paper scissors) followed by
a lesson on conditional
probability and tree
diagrams.12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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
5/2/23 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 edit lesson plans from the Teacher creates formative

previous year based on gaps and summative assessments
in knowledge or places using online resources such
where the class struggled. as GoFormative and
From day to day, based on Deltamath as referenced in
formative assessments this lesson series: following
during/after lessons I may several lessons on
go back to reteach, probability, students
incorporate certain warm- completed an open-note
up questions, or add quiz on Schoology where
challenged for excelling they had access to a
students. 9/18/22 calculator and could receive
immediate feedback on their
I want to make progress with the
improvements to my lesson.12/10/23
curriculum and teaching
resources to make learning
math accessible and relevant
to all students. I know I can
do a better job of including
culturally responsive lessons
and themes in our work so
that all students feel
motivated and capable of
succeeding and have an
access point to the material.
5/2/23