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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and 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.

Demographic data about race, location, income, ELs, and students with IEPs/504s are gathered to inform culturally responsive lesson
planning. Benchmark test scores in reading and math are used to understand baseline skills that students possess and to inform lesson
planning and skill practice. 7/13/23

Biology Unit 4 Pre-Learning Survey and ChatGPT Analysis - I created a Pre-Learning Assessment and a Pre-Learning Survey for Biology
Unit 4: Cell Division. The pre-assessment gauges my students’ current abilities and readiness in topics related to genes, cell division, and
reproduction. The pre-survey focuses on self-directed academic skills, rather than biology content. Students evaluate their confidence in a
variety of self-directed academic skills that are necessary for success in a virtual online school, such as reading lessons, taking notes, and
consistently participating in class. Students were asked to set goals about which skills they wanted to prioritize or improve during the
course of the learning unit. Students were given the chance to provide written responses about why they chose the skills that they wanted to
prioritize in the upcoming learning unit. It is incredibly difficult for a teacher to read and digest over 140 written student responses in a
survey like this. I asked ChatGPT to generate a report of the most prevalent trends in the responses related to student academic goals and
their personal feelings about their academic progress. The results of the ChatGPT trends report are shown in the link. The insights are
absolutely invaluable! The report shows that students struggle the most with reading the assigned lessons, note-taking, and asking for help
from the teacher. Many students shared the struggles they have with time management and their own personal situations, providing me
with deep context into what my students need most during our valuable instructional time. These results help me set consistent and
systematic instructional plans for the course curriculum related to students' most needed academic skills. ISTE Standard: 2.7.c. Use Data to
Guide Progress. Fall 2023.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element 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
Exploring
Establishes and shares
learning goals for skill
development with
students in single lessons
and sequence of lessons.
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. learning goals.

A target content standard is selected for each learning unit (about 6 per semester). This standard is reworded into a student-friendly
learning objective that serves as an anchoring point during the learning unit. The learning objective is repeatedly referenced and enforced
during daily lessons. Students are given differentiated variety in learning products to practice and demonstrate mastery toward the
objective. 7/13/23.

Translating NGSS into Student Learning Goals - My Biology PLC team established a set of targeted essential NGSS standards that must be
covered and assessed during the semester as part of our school’s Guaranteed and Viable Curriculum (GVC). These essential standards are
selected by teacher PLC teams, and aim to align the provided curriculum with current NGSS standards. To articulate these GVCs standards to
students, I have rewritten the standards as student-friendly learning objectives. These objectives are shared with students at the beginning
of each unit, and are then routinely assessed throughout instruction of the unit. Students are asked to evaluate their progress and
understanding of these broad learning goals on a periodic basis, providing opportunities for them to monitor their own progress. A primary
goal and benefit of establishing and articulating these learning goals is that it helps distill and simplify the learning priorities for a
population of students who often feel overwhelmed by the dense content in their courses. ISTE Standard: 2.1.a. Set Professional Goals.
Fall 2023.

4.3 Developing and Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
sequencing long- for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
term plans. of connected lessons and plans for subject matter integrations of content standards, and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.

Long-term curriculum is shared with students at the beginning of the semester and outlined in the online course. Short-terms adjustments
to the curriculum such as newly designed assignments, due date adjustments, and extended practice are communicated to students during
class, through class announcements, and adjustments to the online course. 7/13/23.

Weekly learning schedule to facilitate short-term planning - Long-term curriculum is shared with students at the beginning of the
semester and outlined in the online course. Shortterms adjustments to the curriculum such as newly designed assignments, due date
adjustments, and extended practice are communicated to students during class, through class announcements, and adjustments to the
online course. Updated Fall 2023. July 2023.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

Differentiated learning in my class is supported by elements of UDL, making options and variety available to all students. Instruction relies
heavily on the use of visuals, examples, web-based manipulatives, entertaining videos/activities. Frequent practice questions and activities
are framed to be emotionally and academically safe for students, as they are encouraged to make mistakes without penalty. 7/13/23.

Live Session Instructional Resource Sample List - Differentiated learning in my class is supported by elements of UDL, making options
and variety available to all students. Instruction relies heavily on the use of visuals, examples, web-based manipulatives, entertaining
videos/activities. Frequent practice questions and activities are framed to be emotionally and academically safe for students, as they are
encouraged to make mistakes without penalty. Updated Fall 2023. July 2023.
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
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.

The semester pacing is very tight in my biology course, allowing little room for reteaching or extension. The most challenging topics are
revisited when they serve as base knowledge for a new learning topic. For example, allelic inheritance is revisited and reviewed when
students begin the evolution unit, because they must understand the mechanism for passing traits from one generation to the next. Updated
Fall 2023. 7/13/23