CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
background, and individual
4.1 Using knowledge
development.
of students’ academic
readiness, language
proficiency, cultural
background, and
individual
Is aware of impact of bias Becomes aware of
development to plan
on learning. potential areas of bias and
instruction.
seeks to learn about
culturally responsive
pedagogy. 9/16/2022
When it comes to class
discussion and
conversations, I am very
sensitive to the
background of students in
different ethnic and
language groups. I do my
best to teach that even
though we may be
different from the person
sitting next to us, we are all
made equal and therefore,
should treat others the
way we want to be treated.
When teaching a new skill
to my class, I try and
activate their prior
knowledge through a
game, short activity, video,
song, etc. 9/16/2022
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
3/4/2023
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
3/4/2023
I make use of
differentiated instruction
primarily during small
groups. This is where I
work with kids who
struggle with similar
things. For example, my
“low” students are still
struggling with identifying
letters and their sounds.
Thus, during small groups,
I will play games or have
them participate in
activities that target this
need. My “high” group, on
the other hand, is already
reading. Thus, I will work
with them on higher-level
concepts, such as digraphs
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student
strategies to students’ learning based on
diverse learning needs comprehensive
and cultural backgrounds. information on students.
10/27/2023 3/20/24
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures an members of assumptions. 3/20/24
cultures. 10/27/2023
Materials are selected and
Teacher activates prior
used to represent a broad
knowledge or learning to
view of life, family and
help students achieve the
career choices for all
new content or skill.
students. Students take
When learning about 2D
part in a "Community
and 3D shapes in math,
Helpers" PBL project
teacher connects the
where students learn
outside world and the
about various community
shapes they might see to
helpers, some of which
what they’re learning in
their parents are. Teacher
the classroom. For
strategically incorporates
instance, if we are talking
the students’ cultures,
about spheres, I might talk
background knowledge
about soccer and how a
and interests into
soccer ball is, in fact, a
planning and instruction.
sphere. 3/20/24
During December, teacher
plans lessons on
Christmas traditions, as
well as Hanukkah
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and writing complete traditions. Teacher
sentences. 3/4/2023 regularly reviews
assessment data to
determine that all
students have the
knowledge and skills
needed to be successful in
the learning activity.
10/27/2023
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 lessons. challenging, and strengths, interests, and students. Assists students
student learning 9/16/2022 3/4/2023 differentiated to address learning needs. 3/20/24 to articulate and monitor
students’ diverse learning learning goals.
needs. 10/27/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
With any given math
lesson, I will have the
learning goal written on
the students’ worksheets,
and I will also verbally tell
them (as most students
are unable to read). The
learning goals are based
on the appropriate
academic content
standards. Each lesson
will build on learning
from the previous lesson.
9/16/2022
Uses available curriculum
for daily, short- and
4.3 Developing and long-term plans.
sequencing
long-term and
short-term
instructional plans to
support student
learning
Exploring
Before beginning a unit, I
will communicate with
students what the
intended learning goal is
so that students know
what is expected of them,
and what they are working
towards being able to do
on their own. 3/4/2023
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
9/16/2022
Applying
Teacher communicates
and makes the learning
goals explicit at the
beginning of the lesson,
either orally or in writing.
Teacher requires students
to put up their "mirrors"
and repeat after me as
they orally say the learning
target/goals for each
phonics lesson. Lesson
goals are selected to
provide appropriate levels
of challenges in response
to the needs of the
students. 10/27/2023
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning.
3/4/2023
Integrating Innovating
Learning expectations are
consistently high,
including tasks that
require high levels of
critical thinking, even for
my students with learning
disabilities or language
barriers. Students know
that I expect them to do
their best, and that’s all
that matters. Learning
goals are based on
appropriate academic
content standards. Our
curriculum follows the
California State Standards,
and students are always
informed of each new
lesson’s learning target(s).
3/20/24
Refines sequence of Utilizes extensive
long-term plans to reflect knowledge of curriculum,
integrations of curriculum content standards, and
guidelines, frameworks, assess learning needs to
and assessed instructional design cohesive and
needs to ensure student comprehensive long- and
learning. 10/27/2023 short-term instructional
plans that ensure high
levels of learning.
3/20/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
When I plan each lesson, I
plan them in a way that
will build on each other.
This will ultimately help
students to achieve larger
goals over time. For
example, students must
learn letter sounds before
they can read. Thus,
students will practice
writing and saying letter
sounds for 2 letters each
week until they’ve learned
all their letters. Then, we
can move on to learning
simple words, such as CVC
words. 9/16/2022
Applying Integrating Innovating
When planning long-term
Teacher sequences
and short-term plans, I Learning goals address
learning activities over
meet with my grade-level both short-term and
time to help students
partner. We discuss the long-term learning.
achieve larger goals /
lessons that we want to Teacher breaks down
standards. Teacher
teach based on the knowledge, skills, and
ensures that each lesson
knowledge of our students. abilities into logically
builds upon the previous
We plan it in a way that sequenced lessons. For
lesson. Teacher also
lessons build upon each instance, Phonics lessons
makes adjustments in
other, so students feel a only focus on one specific
lessons as needed,
sense of capability. We skill at a time before
depending on student
make our lesson plans moving onto the next.
needs or
according to the Each lesson builds upon
accomplishments.
curriculum and its pacing each other to ensure
Planning includes
guide. 3/4/2023 students are equipped for
breaking down
more rigorous standards.
knowledge, skills, and
3/20/24
abilities into logically
sequenced lessons;
Teacher sequences
short-term lesson plans to
achieve a long-term
learning goal. Teacher
develops a year-long
curricular calendar so that
the essential content
standards are distributed
across the academic year.
This is seen in our Amplify
CKLA curriculum, where
the curriculum is planned
out for the entire year.
10/27/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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.
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 data.
and district. 9/16/2022
When teaching, I scaffold
the instruction to ensure
students are
understanding the content
material. If I can see that
some or all students are
struggling, I will extend the
instruction by incorporate
additional strategies to
meet the learning needs of
all students. For example, if
a student is struggling with
correctly writing their
numbers, I might have
them trace the numbers
with playdough (especially
beneficial for students on
the spectrum who are
sensory-motivated).
During the learning
process, I will use multiple
strategies for checking
student understanding (ex:
turn & talk, small group
conversations, whole
Applying
Incorporates differentiated
instructional strategies
into ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles. 3/4/2023
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction. 3/4/2023
I am frequently assessing
students (informal and
formal assessments) to
determine students’ areas
of weakness/strength.
This helps inform my
instruction and helps me
determine what type of
strategies to use in the
classroom. I am constantly
doing researching and
learning from more
experienced teachers. I
watch videos and
download resources to
help me address student
needs. 3/4/2023
Integrating
Plans instruction using a
wide range of strategies to
address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenges for students.
10/27/2023
Integrates results from a
broad range of
assessments into planning
to meet students’ diverse
learning and language
needs. 10/27/2023
Teacher provides the
appropriate instruction if
prerequisite skills and
knowledge are lacking.
Teacher does this through
small group instruction
where students are
supported in areas that
they are struggling in or
are lacking. Multiple
strategies for checking
student understanding are
used during the learning
process. Teacher uses turn
& talk, thumbs up thumbs
down, whiteboards, and
informal observations to
check for student
understanding.
Assessments are
embedded within the
instructional plan.
Students are encouraged
to log onto their Boost
accounts weekly, both at
Innovating
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
3/20/24
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs. 3/20/24
Teacher provides the
appropriate instruction if
prerequisite skills and
knowledge are lacking.
This is especially
demonstrated in my small,
homogeneous groups that
I work with during center
rotations. Students are
strategically placed in
groups based on their
academic performance. If
one group is struggling
with proper letter
formation, and another
group is struggling with
digraphs, then we will
focus on these target
areas. Multiple strategies
for checking student
understanding are used
during the learning
process. I might use
thumbs up/thumbs down,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
group discussions, school and at home, in whiteboards, think pair
independent work). order to receive shares, etc. to check for
During these group-based differentiated instruction understanding. Students
activities, students are able via a fun, digital tool on are provided with many
to practice their oral their iPads. This app is structured opportunities
language. 9/16/2022 designed to help meet the to practice oral language
needs of all students, even in the classroom setting.
students who require One example of this is
deeper content. turn & talks or group
10/27/2023 work. 3/20/24

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
4.5 Adapting
needs. responsive pedagogy and as the instructional needs individual student needs.
instructional plans
additional materials to arises to support student 3/20/24
and curricular
support students’ diverse learning. 3/4/2023,
materials to meet the
learning needs. 10,/27/2023 Engages with students to
assessed learning
9/16/2022 identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals. 3/20/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
During small group
instruction, I modify my
lesson according to
students’ missing concepts
or skills. For example, if
students in one group are
struggling to write their
“S’s”, I will plan for time to
practice tracing those
letters. Thus, I provide a
range of levels of support
during the learning
activities. Before, during,
and after the lesson, I
decide if students are
making progress towards
the learning goals. If not, I
might pull them during
independent work, or will
plan to reteach concepts
during small group
sessions. During my
lessons, I may use different
strategies to ensure
students are
understanding content
material. For example, I
may ask them to give me a
thumbs up or down if they
think the answer is ____. I
may have them show me in
sign language if they agree
or disagree with their peer
on an answer. I also have
“exit tickets” that I go over
to make sure students are
making progress.
9/17/2022
Integrating
This is happening all the
time. I usually plan my
lessons one week in
advance. However, if I
notice that students need
additional support in a
certain area, I may adjust
my instruction based on
students’ needs. For
example, if I notice that on
an exit ticket after a lesson
on pennies and nickels
that students struggled to
identify nickels and its
worth, yet the next lesson
was supposed to go on to
dimes, I might rearrange
my lessons to spend
another 2-3 days teaching
on nickels. I am always
observing to see if
students are grasping the
content material, and if
not, I make adjustments to
my lesson plans.
3/4/2023
Teacher offers a variety of
materials or options
within activities that
reflect multiple learning
modalities. Teacher
provides students the
option to listen to a
read-aloud via a QR code
as oppose to reading
books by themselves.
Teacher anticipates and
responds to differences
among students by
providing a range of
materials and/or levels of
Innovating
Teacher anticipates and
responds to differences
among students by
providing a range of
materials and/or levels of
support during learning
activities. For instance,
one student in my class
really struggles with
numbers. I provide her
with a numbers 1-50
chart at her desk so she
has the ability to succeed.
Modifications are made in
response to observed
difficulties during the
lesson and may include:
supplying different types
of examples, providing
more structure for an
activity, extending the
period of time for
students to work,
scaffolding an activity so
that students can
accomplish more that they
might on their own, etc.
An example of this
includes going over tests
with low scores to ensure
that students understand
their mistakes. 3/20/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
support during the
learning activities.
Adjustments are made in
the course of teaching a
lesson when assessments
indicate that some
students are not
understanding the
concept. Teacher analyzes
student work to inform
future planning. Students
are provided the option to
listen to a QR code
read-aloud when in the
library versus reading a
book by themselves. This
is to provide access to all
children, regardless of
their reading abilities.
10/27/2023