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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’
social, emotional, and backgrounds.
academic readiness,
physical development to
language proficiency,
meet their individual
cultural background,
needs.
and individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions. 4/27/24
pedagogy. planning lessons. Uses cultures. 12/3/23
culturally responsive
pedagogy in planning.
4/30/23

Our small group
instruction allows for
differentiation. I am able
to adjust the pace of my
group if necessary. I can
also adjust the curriculum
if necessary. I also
evaluate my resources
such as reading material
to make sure its culturally
relevant. 4/30/23
This year I have been
working on modifying the
math curriculum to help
students who are
performing significantly
below grade level. I have
been looking for
resources that present
grade level concepts in a
different way than our
school provided
curriculum that might be
easier for them to
practice the skill. I have
also been looking for
differentiated texts to use
in reading groups
because I have a variety
of reading levels in my
reading group. 12/3/23
Even though we teach
reading and math in small
groups, my students still
display a range of skills. In
reading we are practicing
writing stop and jots.
Students are each reading
chapter books and students
are expected to write at
least 3 different stop and
jots for each chapter, but
students can also write
more stop and jots if they
want. This helps me know
which students are going
above and beyond with their
stop and jots, which
students are only doing the
expected amount of work,
and which students need a
lot of teacher support in
order to complete their
work. 4/27/24
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
4.3 Developing and Uses available curriculum
sequencing long- for daily, short- and long-
Exploring
Establishes and shares
learning goals for skill
development with
students in single lessons
and sequence of lessons.
9/18/22
I have my students create
both academic and
behavioral goals at the
beginning of each
trimester. 9/18/22
Begins to plan curriculum
units that include a series
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. 4/27/24 to articulate and monitor
learning needs. 12/3/23 learning goals.
I have started using After giving my students
lesson agendas to start a spelling assessment, I
communicating the planned lessons to teach
learning goals for each them long vowel spelling
lesson so that students patterns. I explained to
have a clear students that we were
understanding of what learning long vowel
they are working towards patterns because the
achieving each day. assessment indicated that
12/3/23 was the skill they needed
to work on. 4/27/24
Establishes short- and Refines sequence of long- Utilizes extensive
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
term plans. of connected lessons and plans for subject matter
are linked to long-term concepts and essential
term and short-term planning to support related academic
instructional plans student learning. language and formats that
to support student support student learning.
learning 9/18/22
I create curriculum plans
for all the subjects I teach.
I like to plan out units,
projects, and assessments
so that I know what I am
aiming to accomplish for
the trimester. Then I
make weekly plans with
more specific
information. 9/18/22
Integrating Innovating
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. 4/27/24 plans that ensure high
levels of learning.
This year my team has
worked on creating a
yearlong curriculum
calendar that we can link
resources to and is
shared with everyone on
the team. That way we
know what we should be
working on in our small
groups and what
deadlines we are trying to
hit. Since the document is
shared, we can adjust the
pacing of the lesson if
needed. 4/27/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
suggested by curriculum sequence of lessons that instructional strategies
guidelines. respond to students’ into ongoing planning
diverse learning needs. that addresses culturally
4.4 Planning responsive pedagogy,
instruction that students’ diverse
incorporates language, and learning
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs Uses assessments of
all students data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction. 4/30/23
After I create my
unit/trimester plans, I
can adjust my daily plans
to meet the needs of my
small group students. I
look at my students’ work
to determine what
adjustments I need to
make. I also use MAP
testing results to see what
skills my students are
working on and
incorporate those skills
into my lesson plans.
4/30/23
Integrating Innovating
Plans instruction using a Plans instruction
wide range of strategies incorporating a
to address learning styles repertoire of strategies
and meet students’ specifically meet
assessed language and students’ diverse
learning needs. Provides language and learning
appropriate support and needs and styles to
challenges for students. advance learning for all.
Integrates results from a Facilitates opportunities
broad range of for students to reflect on
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
4/27/24 needs.
The assessments we have
used this year have
helped inform my
curriculum planning for
my math and reading
groups. I learned that my
math group students are
performing well below
grade level, so I was able
to look for different
resources that would be
appropriate for them and
help support their
learning. 4/27/24
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 materials based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning. 4/27/24
materials to meet the
learning needs. 9/18/22 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I adjust by reducing or I often reflect on student

increasing student work
depending on what my
group needs. I change up
the materials if my group
needs to learn a concept
in a different way.
9/18/22
needs after each lesson is
over to determine if I
need to reteach a concept,
provide more support, or
provide more challenge
to my students. I also look
for additional materials if
needed to help support
student learning, such as
visual anchor charts that
they can refer to for help
or graphic organizers to
help with their work.
4/27/24