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

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons Plans single lessons or Plans differentiated Plans Plans differentiated instruction that
using available sequence of lessons instruction based on differentiated provides systematic opportunities
curriculum and using additional knowledge of students’ instruction, which for supporting and extending
information from assessment information academic readiness, academic is based on broad student learning based on
district and state on student academic language, diverse cultural knowledge of comprehensive information on
required readiness, language, backgrounds, and individual students. Matches students.
4.1 Using knowledge
assessments. cultural background, cognitive, social, emotional, resources and
of students’ academic
and individual and physical development to specific strategies
readiness, language
development. meet their individual needs. to students’
proficiency, cultural
diverse learning
background, and
Examines potential sources of needs and cultural Engages students in the analysis of
individual
Is aware of impact Becomes aware of bias and stereotyping when backgrounds. bias, stereotyping, and assumptions.
development to plan
of bias on learning. potential areas of bias planning lessons. Uses
instruction.
and seeks to learn about culturally responsive Planning addresses
culturally responsive pedagogy in planning. bias, stereotyping,
pedagogy. 4/22/2024 and assumptions
9/16/2023 about cultures an
members of
cultures.
The teacher assesses The teacher plans the
students' academic instruction to meet the
progress to gauge their diverse needs of her students.
current levels of She considers factors such as
understanding. Using academic readiness, language
the assessment findings, proficiency, cultural
adjustments are made to backgrounds, and individual
teaching methods, developmental levels when
materials, and activities designing lessons.
to strengthen areas Additionally, she is mindful of
needing improvement. potential biases or
Evidence
Furthermore, efforts are stereotypes that could impact
made to enrich the their teaching and strive to
curriculum by use culturally responsive
integrating diverse pedagogy in their planning.
perspectives, Moreover, she incorporates
experiences, and principles of Universal Design
cultural references, for Learning (UDL) to ensure
enhancing its relevance that each student receives
and appeal to all appropriate support and feels
students. valued in the learning
9/16/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
environment.4/22/2024

Communicates Establishes and shares Establishes and Establishes and Establishes and articulates
learning objectives learning goals for skill communicates to students articulates learning comprehensive short-term and
for a single lesson to development with clear learning goals for goals to students long-term learning goals for
4.2 Establishing and students based on students in single content that are accessible, that integrate students. Assists students to
articulating goals for content standards lessons and sequence of challenging, and content standards articulate and monitor learning
student learning and available lessons. differentiated to address with students’ goals.
curriculum. 9/16/2023 students’ diverse learning strengths,
needs. interests, and
4/22/2024 learning needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
The teacher begins each The teacher carefully plans
lesson by outlining the and communicates clear
learning objectives to learning objectives to their
the students. These students before each lesson.
objectives are broken These objectives are crafted
down into clear and to be both challenging and
measurable milestones accessible, considering the
for the session. diverse needs of their
Moreover, the teacher students. They break down
elaborates on how these these goals into manageable
goals connect to the steps, ensuring students
students' previous understand what is expected
learning experiences. of them and how they can
9/16/2023 measure their progress.
Additionally, they connect
Evidence these objectives to students'
prior knowledge and
experiences, highlighting the
importance of continuity in
learning. This approach
empowers students to take
ownership of their learning
journey, monitor their
progress, and work towards
achieving their goals.
4/22/2024

Uses available Begins to plan Establishes short- and long- Refines sequence Utilizes extensive knowledge of
curriculum for curriculum units that term curriculum plans for of long-term plans curriculum, content standards, and
daily, short- and include a series of subject matter concepts and to reflect assess learning needs to design
4.3 Developing and
long-term plans. connected lessons and essential related academic integrations of cohesive and comprehensive long-
sequencing long-
are linked to long-term language and formats that curriculum and short-term instructional plans
term and short-term
planning to support support student learning. guidelines, that ensure high levels of learning.
instructional plans to
student learning. 4/22/2024 frameworks, and
support student
9/16/2023 assessed
learning
instructional needs
to ensure student
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
The teacher plans The teacher meticulously
curriculum units with designs curriculum plans,
connected lessons to both short and long-term,
reach long-term goals. ensuring they align with
Each lesson builds on subject matter concepts and
what students already essential academic language.
know and prepares She tailors her lessons to
them for what's next. By cater to these requirements,
organizing lessons breaking down complex
around themes, the concepts into manageable
teacher keeps students parts for daily or weekly
engaged and helps them lessons, all while keeping an
understand the big eye on the broader, long-term
picture. Assessments goals. By interconnecting
track progress, feedback concepts and gradually
guides learning, and increasing the complexity of
reflection leads to content over time, she
improvements. This ensures a coherent learning
Evidence approach creates a journey for her students. To
vibrant learning gauge their understanding,
environment where she employs a variety of
students flourish. assessment methods,
9/16/2023 including formative
assessments for ongoing
feedback and summative
assessments to measure
overall progress. Through
this thoughtful planning and
assessment, the teacher
creates an environment
where students can
confidently grasp and apply
new knowledge.

4/22/2024
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction Selects strategies for Incorporates differentiated Plans instruction Plans instruction incorporating a
that incorporates single lessons or instructional strategies into using a wide range repertoire of strategies specifically
strategies suggested sequence of lessons that ongoing planning that of strategies to meet students’ diverse language
by curriculum respond to students’ addresses culturally address learning and learning needs and styles to
guidelines. diverse learning needs. responsive pedagogy, styles and meet advance learning for all.
students’ diverse language, students’ assessed
and learning needs and styles. language and Facilitates opportunities for
4.4 Planning Seeks to learn about learning needs. students to reflect on their learning
instruction that students’ diverse Uses assessments of students’ Provides and the impact of instructional
incorporates Is aware of student learning and language learning and language needs appropriate strategies to meet their learning
appropriate content, learning, needs beyond basic to inform planning support and and language needs.
strategies to meet and language needs data. differentiated instruction. challenges for
the learning needs of through data 4/22/2024 students.
all students provided by the site 9/16/2023
and district. Integrates results
from a broad range
of assessments into
planning to meet
students’ diverse
learning and
language needs.
The teacher uses The teacher embraces the
differentiated strategies diversity of learning styles
in the classroom to among students by
accommodate various incorporating differentiated
student needs, including instructional strategies into
visual aids, thinking ongoing planning.
maps, small group Recognizing the importance
instruction and peer of culturally responsive
collaboration. pedagogy and students'
diverse language and learning
9/16/2023 needs, assessments are
Evidence
utilized to understand
individual requirements,
guiding the planning of
differentiated instruction.
Various activities cater to
different learning styles, with
collaboration encouraged
through Kagan strategies.
Multiple pathways are offered
for students to achieve
learning goals, exemplified in
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
a recent lesson on character
analysis where tasks ranged
from filling out character
charts to writing comparative
paragraphs. Acknowledging
differing readiness levels,
alternative options are
provided, ensuring each
student can demonstrate
understanding according to
their needs, fostering
alternative pathways to
success for all learners.
4/22/2024
Implements lessons Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a wide
and uses materials and materials in single adaptations to differentiate adjustments to range of adaptations to lessons
4.5 Adapting
from curriculum lessons or sequences of instructional plans. Uses instructional plans based on in depth analysis of
instructional plans
provided. lessons to address culturally responsive and uses a variety individual student needs.
and curricular
students’ learning pedagogy and additional of materials as the
materials to meet the
needs. materials to support students’ instructional needs Engages with students to identify
assessed learning
9/16/2023 diverse learning needs. arises to support types of adjustments in instruction
needs of all students.
4/22/2024 student learning. that best meet their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
The teacher endeavors The teacher adapts
to employ various instructional plans and
resources and materials to meet the diverse
techniques tailored to learning needs of students.
accommodate individual Employing culturally
students' abilities, responsive pedagogy, the
preferences, and teacher utilizes various
learning styles, thereby resources to cater to
promoting inclusivity individual abilities,
and enhancing the preferences, and learning
effectiveness of the styles. For example, visual
learning process. For aids like charts and diagrams
instance, for visual are employed for visual
Evidence learners, the teacher learners, while pre-teaching
utilizes charts and vocabulary aids students in
diagrams to facilitate need of extra support.
comprehension and Additionally, offering flexible
engagement. expression opportunities
9/16/2023 allows students to excel in
their preferred manner. This
tailored approach guarantees
that every student receives
the necessary support and
resources to excel
academically.
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