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.

During co-planning
sessions, we plan
differentiated instruction
based on student data
that represents present
levels for reading and
writing. In addition, I
have created ‘IEP
snapshots’ and an
accommodation matrix
for general education
teachers to access that
lists students’
accommodations and
modifications. Each
month, our school
celebrates/recognizes a
different culture that is
taught about in the
classroom. We also
collaborate with families
to teach us about cultures
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
that are not commonly
recognized (i.e. Russian
Easter, Persian New
Year).

Co-planning includes
discussions of
differentiation and
accommodations.
Teachers bring master
copies of assignments
and assessments and we
all accommodate them
together.

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 Applying Integrating Innovating
All learning objectives are
represented visually in
the classroom and
discussed prior to the
start of the lessons. At our
school, we also
incorporate alternate
achievement standards
for students that are on
modified curriculum. We
also present various
forms of assignments that
assess student knowledge
that directly coincide
with student
accommodations. These
may include reduced
workload, sentence
stems, multiple-choice
options, etc., which
differentiates assessment
based on student needs.

Learning objectives are

highlighted at the
beginning of lessons and
posted in the classroom
for students to access.

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- 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.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
At the end of each school
year and the beginning of
the new school year, my
co-teachers and I create
year-long plans based on
curriculum and
standards. These plans
maintain similar each
year, but are altered
based on if certain units
needed more time. In
addition to the year-long
planning that establishes
outlines for each unit, we
also have a shared
document of weekly
plans that specify specific
lessons, assessments,
accommodations, and
modifications.

My co-teachers and I
reflect on year-long plans
during co-planning when
we begin a new unit to
consider timing and
connection to previous
years.
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.

During co-planning
sessions, my co-teachers
and I reflect on student
data by reviewing
assessment scores. We
also make sure to input
necessary
accommodations and
modifications into our
shared planning
document to ensure we
are prepared to meet
student needs.
At our school, we have a
shared internal
assessment document
where all data for
reading, writing, math,
and social emotional
learning is stored.
Students are given
diagnostic assessments
three times a year to
gather data. This data is
used to inform groups
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
when we do our six-week
intervention cycles that
focus on math and ELA
skills. The data is also
used to inform necessary
skills to reteach in during
‘boot camp’ in
preparation for state
testing.

Differentiation is
discussed during co-
planning sessions using
IEP accommodations. I
also utilize the alternative
achievement standards to
create assignments and
assessments for students
on modified curriculum.

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.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
In the areas of reading
and writing, my co-
teachers and I take
weekly informal data to
guide instruction when
planning. We co-plan
twice a week, which
allows ample time to
readjust the pacing of
lessons or re-teaching if
necessary. We also plan
small groups of students
that will need extra
support when I push into
general education
classrooms. When re-
teaching we attempt to
co-teach the instruction
using different means of
representation, such as
incorporating more
visuals or tactile learning
opportunities.

My co-teachers and I
utilize small group
instruction to fill
academic gaps and
reteach strategies using
hands on supports and
manipulatives.