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 Engages students in the
background, and meet their individual analysis of bias,
individual needs. stereotyping, and
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, assumptions. 7/16/23.
instruction. on learning. potential areas of bias Examines potential stereotyping, and 12/10/23. 4/27/24
and seeks to learn about sources of bias and assumptions about
culturally responsive stereotyping when cultures an members of
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I engage students by
creating lesson plans that
are designed to build on
student’s interest and
strengths. Special
attention is given to a
student’s ethnic and
cultural background.

To support students with

special needs that are
English Learners I design
lessons that include
modeling, pictures and
hands-on activities,
differentiating in a way
that is based on what
each student needs.
7/16/23. One of the ways
I engage students in their
learning is to create
lessons that are
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
technology based. This
allows them more
opportunity to
independently interact
with the material as well
as show what they know,
and express themselves.
12/10/23.

I use my existing
knowledge and
experiences of my
students in both my
curriculum development
and instructional
planning. This includes
knowledge about their
personal lives, families,
and broader community.
When these topics are
incorporate into a lesson,
it helps students better
connect and comprehend
the information. When
possible, I will give real
life demonstrations and
modeling examples.

Students take pride in

showcasing classroom
work and projects to their
families when they can
relate the content to their
own experiences.
4/27/24.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. to articulate and monitor
learning needs. learning goals. 7/16/23.
12/10/23. 4/27/24

IEP goals are officially

updated at least once a
year and students work
on improving on their
goals throughout the
year.

IEP goals are made

readily available within
the classroom so that all
staff including teacher(s),
para educators, service
providers, and students
have access to them at all
times. I also provide
general educators a copy
of the goals for each
student.

Progress on goals is
measured by teacher kept
data, observation, and
formal and informal
assessments. I am able to
digitally track progress in
a variety of ways
including on RAZ kids,
Seesaw, and Boom Cards.
7/16/23. 12/10/23.

As a teacher and case

manager, I prioritize
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
ensuring that student
learning goals encompass
all needs, including
language abilities and
diverse learning
requirements. Within all
environments on campus.
I collaborate with a team
of professionals,
including SPED teachers,
general education
teachers, and service
providers, we collectively
ensure that these goals
are clear, measurable,
and attainable for each
student. 4/27/24.

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,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning. learning. 7/16/23. plans that ensure high
learning
levels of learning.
12/10/23. 4/27/24.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
At the beginning of a
lesson, I explain to
students what we will be
learning that day and our
goals for the lesson.
In a special education
classroom, goals during a
lesson are not always
academic based, they
could include a goal to
have the ability to focus
on the lesson for a set
amount of minutes, to
keep hands and feet to
self, or to stay in a
designated space on the
carpet or in a chair. It is
important for me to
continue to focus on all
students and their
individual goals during
lessons so that all
students have the ability
to improve on their goals.
7/16/23.
Innovating
All instructional planning
is based around each
student's active IEP goals.
Long-term goals are
written within the IEP
which is updated at least
once a year. Short-term
plans (objectives) are
also written into the IEP
which captures the short-
term goals needed to
reach the primary goal.
I sequence lesson plans
by choosing curriculum
that can be built upon,
using materials that
activities that transition
into the next lesson plan.
12/10/23
By consistently setting
both short- and long-term
goals, students are
motivated to strive for
improvement. These
goals serve as incentives,
whether it's earning
access to a preferred
activity, additional free
choice time, or engaging
in a favored campus
activity. 4/27/24.
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
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.
Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
language needs through and language needs Uses assessments of broad range of for students to reflect on
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. 7/16/23.
12/10/23.
4.4 Planning
This aligns with:
instruction that
Proposition 3: Teachers
incorporates
are responsible for
appropriate
managing and
strategies to meet
monitoring. 4. Regularly
the learning needs of
Assess Student Progress.
all students
EVIDENCE: Here is a link
to a Progress on Goals
report.

As the year progresses,

students continue to plan
instruction by assessing
progress toward their IEP
goals. I continue to
ensure that their IEP
learning objectives are
both accessible and
challenging, and tailored
to accommodate their
diverse learning needs.
This information helps to
plan instruction that will
best meet the needs of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
each student. 4/27/24.

Students participate in
lessons and activities
throughout the year to
move toward mastery of
their goals. Instruction is
planned to meet the
unique needs and goals of
each student. 7/16/23.

I continue to plan
instruction using a
variety of strategies to
best meet the needs of my
students who have
unique learning styles.
I like to use exit tickets at
the end of some lessons.
Exit tickets help to
monitor student progress
as well as identify student
challenges within the
lesson . I can then make
changes when needed
(i.e. re-teach, or use a
different strategy).
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I create many activities
for my students using
various digital tools.
Many times I will find
that I need something
specific for a student that
I am not able to locate (or
is acceptable) out there
on the world wide web.
When this happens, I
create my own digital
activity. 12/10/23.

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
students’ learning needs. responsive pedagogy and materials as the analysis of individual
4.5 Adapting
additional materials to instructional needs arises student needs.
instructional plans
support students’ diverse to support student
and curricular
learning needs. learning. Engages with students to
materials to meet the
identify types of
assessed learning
adjustments in
needs of all students.
instruction that best meet
their learning goals.
7/16/23. 12/10/23.
4/27/24.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Student understanding is
monitored through the
course of the year in a
variety of ways including
observation, teacher kept
data, informal and formal
assessments, pre and post
tests. This information is
used in order to
determine progress on
goals. I analyze the data
and reflect as to whether
changes need to be made
to facilitate student
learning and growth.
7/16/23.

I administer and review

student assessments
frequently to ensure
students are learning the
material that has been
presented to them. This is
achieved via informal and
formal assessments,
teacher observations, and
student work. In doing so
I am then able to identify
if there are any gaps in
learning as well make
adjustments to the
instructional plans as
needed. Assessments are
administered in a variety
of ways including digital,
hands-on, and pen/paper.

Additionally, I
differentiate instruction
so that all learners have
equal access to learning.
12/10/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating

One of my primary jobs

as a special education
teacher is to ensure that
instructional plans are
written to meet the needs
of all students. A few
ways I achieve this is by:
adjusting the level of
difficulty of the lesson as
needed, providing many
examples to promote
understanding, and
providing various
activities to accommodate
learning styles. 4/27/24.