CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons instruction based on
information from district using additional knowledge of students’
and state required assessment information academic readiness, academic
assessments. on student academic language, diverse cultural
4.1 Using knowledge readiness, language, backgrounds, and individual
of students’ cultural background, and cognitive, social, emotional,
academic readiness, individual development. and physical development to
language meet their individual needs.
proficiency, cultural
background, and Examines potential sources of
individual bias and stereotyping when
development to plan Is aware of impact of Becomes aware of planning lessons. Uses
instruction. bias on learning. potential areas of bias culturally responsive
and seeks to learn about pedagogy in planning.
culturally responsive
pedagogy.
I believe an educator cannot
be truly inclusive to the
community of students they
serve if they do not
acknowledge or attempt to
represent the cultural
background of their students.
I am currently employed at a
dual-immersion public
charter school in Santa Ana,
Ca that follows a 50:50
bilingual language allocation
plan. I find it easy to relate to
the population I serve. To be
exact, just like many of the
students I work with, my first
language is Spanish and I also
grew up in Santa Ana, the
largest Mexican enclave in
Southern California. Being a
member of the same
community, I am capable of
Integrating
Plans differentiated
instruction, which is based
on broad knowledge of
students. Matches
resources and specific
strategies to students’
diverse learning needs and
cultural backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about cultures
an members of cultures.
I actively learn about the
students through their
current assessment
data. Using this
Information, I incorporate
students’ academic
readiness, language
proficiency, cultural
background, and individual
development to plan
instruction.
Students complete multiple
assessments that help
teacher plan instruction.
Since I work at a dual-
immersion school, I
selected two students - one
who is an English Learner
and another student who is
a Spanish learner. They
both have IEPs and receive
push-in support from my
Innovating
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student
learning based on
comprehensive
information on students.
Engages students in the
analysis of bias,
stereotyping, and
assumptions.
I plan differentiated
instruction that
systematically supports
and extends student
learning based on
comprehensive
information about each
student. By tailoring
instruction to individual
needs, I ensure that all
students have
opportunities to succeed
and grow academically.
Additionally, I actively
engage students in
analyzing bias,
stereotyping, and
assumptions. Through
critical discussions and
activities, students
develop a deeper
understanding of these
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
using knowledge of students'
language proficiency, cultural
background, and individual
development to plan
accordingly. I truly believe I
am successful at doing this
since I teach 6-8th grade
history completely in
Spanish; this allows me to
sway away from a euro-
centric approach and
implement culturally-rich
lesson plans.
(9/24/22)
Integrating Innovating
site's SPED Team. concepts and learn to
Collaborating with my recognize and challenge
site's SPED Team, them in themselves and
we compiled a document of others. This fosters a
each focus student's ELPAC, more inclusive and
STAR Reading, and CAASPP respectful learning
assessment data. With this environment where
data, I now incorporate students are empowered
Language objectives in all to think critically and
learning objectives. embrace diverse
(4/15/23) perspectives.
(4/25/24)
As an educator, I actively
engage in the process of
understanding my students
by analyzing their current
assessment data. This
valuable information
allows me to consider
various aspects of their
academic readiness,
language proficiency,
cultural background, and
individual development
when planning my
instruction.
To ensure effective
teaching strategies,
students are given multiple
assessments that aid in the
planning of their
instruction. At my dual-
immersion school, I have
handpicked two students to
highlight the diversity of
our student body: one who
is an English Learner and
another who is a Spanish
learner. Both of these
students have
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Individualized Education
Programs (IEPs) and
receive additional support
from the SPED Team at our
school. By collaborating
with the SPED Team, we
have gathered and
compiled important
assessment data for these
focus students, including
their English Language
Proficiency Assessments
for California (ELPAC),
STAR Reading assessments,
and CAASPP assessment
results. Armed with this
data, I am now able to
incorporate specific
language objectives into all
of my learning objectives.
(12/1/23)
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
lesson to students based development with clear learning goals for that integrate content comprehensive short-
on content standards students in single content that are accessible, standards with students’ term and long-term
4.2 Establishing and
and available lessons and sequence of challenging, and strengths, interests, and learning goals for
articulating goals for
curriculum. lessons. differentiated to address learning needs. students. Assists
student learning
students’ diverse learning students to articulate
needs. and monitor learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
At the start of each lesson, I
make sure to go over three
things: the essential question,
daily learning target,
homework if any is assigned.
Each history lesson revolves
around an essential question
that I repeat various times as
students work. This help
direct them to the great take
aways found in the reading. I
also always “break down” the
learning target with students.
This gives them the
opportunity to ask any
clarifying questions prior to
engaging the reading.
That is how I let them know
the goals of each day.
(9/24/22)
Integrating
Teacher created a
virtual SMART goal graphic
organizer for students to
establish and articulate
measurable goals.
Students populate SMART
goal organizer and explain
how they can attain and
measure their academic
goals. For this semester’s
ILP, I decided to focus on
motivating student use of
the Spanish language in
class. I was able to conduct
a pre and post assessment
which allowed me to collect
data. I then had students
set a clear, measurable, and
achievable goal. After
weeks of practicing
dictation is Spanish,
students achieved many of
their goals and score higher
on the post assessment.
(4/25/23)
As an educator, it is
essential to establish and
communicate clear learning
goals to ensure that
students have accessible,
challenging, and
differentiated content that
caters to their diverse
learning needs.
By following these
practices, I effectively
communicate the goals of
each day's lesson to my
students. This approach
allows for clarification of
any doubts or questions
Innovating
I establish and articulate
comprehensive short-
term and long-term
learning goals for my
students. By clearly
defining these goals, I
provide a roadmap for
student success and
guide their learning
journey. Additionally, I
assist students in
articulating and
monitoring their own
learning goals. Through
regular reflection and
feedback, students
develop a deeper
understanding of their
strengths, areas for
growth, and progress
toward achieving their
goals. This collaborative
approach empowers
students to take
ownership of their
learning and fosters a
sense of accountability
and motivation.
Together, we work
towards achieving
meaningful and
attainable learning
objectives.
(4/24/25)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

they may have, ensuring
that their individual
learning needs are
addressed.
(12/1/23)
Uses available Begins to plan Establishes short- and long- Refines sequence of long- Utilizes extensive
curriculum for daily, curriculum units that term curriculum plans for term plans to reflect knowledge of
short- and long-term include a series of subject matter concepts and integrations of curriculum curriculum, content
4.3 Developing and plans. connected lessons and essential related academic guidelines, frameworks, standards, and assess
sequencing long- are linked to long-term language and formats that and assessed instructional learning needs to design
term and short-term planning to support support student learning. needs to ensure student cohesive and
instructional plans student learning. learning. comprehensive long-
to support student and short-term
learning instructional plans that
ensure high levels of
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I utilize the social Teacher(history) collaborated
studies curriculum to with other middle school
create my daily lessons content/subject teachers to
and to administer create a long term cross-
quizzes if needed. Based disciplinary case study for a
on the speed of each trimester.
lesson, along with the This case study revolved
quality of work the around ancient Sumerian
students produce, I am justice and modern systems
able to develop a long- of justice in Afghanistan.
term plan to assist Students complete a cross-
student learning. Lately, disciplinary case study in
most of the summative various content classes to
assessments I assigned answer one essential
are Document-Based question. The essential
Question assessments or question was: “How do
DBQs. Based on student people contribute to justice?”
quality of work, I then Students were tasked to
decide of it is analyze 5 primary and
appropriate to only secondary sources as well as
assign documents for read the book “Pan de la
students to analyze or Guerra” and cross examine
give them an essay the life of historical
assignment as well. documents (code of
(9/24/22) Hammurabi) with the
experiences of the novel’s
main protagonist.
(4/15/23)
As an educator, I effectively
utilize the social studies
curriculum to craft engaging
lessons on a daily basis.
Additionally, I employ
various assessment methods,
including quizzes, to gauge
student understanding and
progress. By carefully
observing the pace of each
lesson and evaluating the
Integrating Innovating
I refine the sequence of
long-term plans by
integrating curriculum
guidelines, frameworks,
and assessed instructional
needs to ensure student
learning. By continually
evaluating and adjusting
my plans, I ensure
alignment with curriculum
standards and address the
evolving needs of my
students. This iterative
process allows me to create
a cohesive and effective
learning trajectory that
maximizes student growth
and achievement. Through
thoughtful planning and
adaptation, I provide
students with meaningful
and relevant learning
experiences that support
their success.
(4/25/24)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

quality of student work, I am
able to develop a
comprehensive long-term
plan that supports and
enhances student learning.
Recently, I have
predominantly used
Document-Based Question
assessments (DBQs) as
summative assessments.
Based on the level of
proficiency demonstrated by
students, I make informed
decisions whether to assign
them solely document
analysis tasks or incorporate
essay assignments as well.
This approach allows me to
tailor my instruction to best
meet the needs of my
students.
(12/1/23)
Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies single lessons or instructional strategies into wide range of strategies to incorporating a
suggested by curriculum sequence of lessons that ongoing planning that address learning styles and repertoire of strategies
guidelines. respond to students’ addresses culturally meet students’ assessed specifically meet
diverse learning needs. responsive pedagogy, language and learning students’ diverse
4.4 Planning students’ diverse language, needs. Provides language and learning
instruction that and learning needs and styles. appropriate support and needs and styles to
incorporates challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about Uses assessments of students’
strategies to meet content, learning, and students’ diverse learning and language needs Integrates results from a Facilitates opportunities
the learning needs language needs through learning and language to inform planning broad range of assessments for students to reflect on
of all students data provided by the site needs beyond basic data. differentiated instruction. into planning to meet their learning and the
and district. students’ diverse learning impact of instructional
and language needs. strategies to meet their
learning and language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I am still exploring this I am now applying this
element. The instruction element to ensure I meet all
I plan is largely needs of students. To be
curriculum driven with a exact, I created an end-of-
few additional year/final project choice
instructional strategies board of all units to promote
added. Other than personalized learning.
checking for student The choice board had a total
prior knowledge, I have of 5 selections for students to
also attempted a flipped- choose from.
classroom approach Students choose one of eight
where students first projects that
read the history at home demonstrate knowledge of
and then class time is content throughout the
used to discuss the year. Some of the activities
readings and to answer included: make your own
and clarifying questions. historical word search, create
(9/24/22) a digital presentation on one
historical figure, create a
virtual historical gallery
walk)
4/15/23
The learning plan I have
developed is predominantly
based on the curriculum, but
I have incorporated a variety
of supplementary teaching
strategies. In addition to
assessing students' prior
knowledge, I have
implemented a flipped
classroom approach. This
involves students
independently reading about
the historical content at
home, allowing for in-class
discussions and the
opportunity to address any
questions or uncertainties.
Integrating Innovating
I plan instruction using a
diverse range of strategies
tailored to address various
learning styles and meet
students' assessed
language and learning
needs. By incorporating a
variety of approaches, I
ensure that all students
receive appropriate
support and challenges to
maximize their learning
potential. Additionally, I
integrate results from a
broad range of assessments
into my planning process to
effectively meet students'
diverse learning and
language needs. Through
ongoing assessment and
adjustment, I create a
dynamic and responsive
learning environment that
fosters growth and
achievement for all
students.
(4/25/24)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
This pedagogical approach
promotes active engagement
and deeper understanding of
the subject matter.
(12/1/23)
Implements lessons and Begins to adapt plans Makes adjustments and
uses materials from and materials in single adaptations to differentiate
curriculum provided. lessons or sequences of instructional plans. Uses
lessons to address culturally responsive
4.5 Adapting
students’ learning needs. pedagogy and additional
instructional plans
materials to support students’
and curricular
diverse learning needs.
materials to meet
the assessed
learning needs of all
students.
Since my students and I I now make adjustments and
share a similar cultural adaptations to differentiate
and linguistic instructional plans.
background, I constantly I utilized an interactive word
make adjustments and wall along with a microphone
adaptations to relate the and speaker to adapt
topic of the day with instructional plans and
student background. I curricular materials to meet
task students to find the assessed learning needs
cognates in both of all students.
language every time we Students interact with word
read a text. wall and can understand loud
(9/24/22) and clear instructions now
that a speaker amplifies the
teacher's voice.
4/15/23
I currently modify and
customize instructional plans
to cater to the diverse needs
of my students. To
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of materials based on in depth
as the instructional needs analysis of individual
arises to support student student needs.
learning.
Engages with students to
identify types of
adjustments in
instruction that best
meet their learning
goals.
I continuously adjust
instructional plans and
utilize a variety of
materials to support
student learning as their
needs evolve. By remaining
flexible and responsive, I
ensure that instruction is
relevant, engaging, and
effective. Whether it's
adapting activities,
incorporating new
resources, or trying
different approaches, I
prioritize meeting students
where they are and helping
them progress. This
dynamic approach
promotes a supportive and
inclusive learning
environment where all
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

accommodate their assessed students have the
learning needs, I incorporate opportunity to succeed.
an interactive vocabulary (4/25/24)
display and utilize a
microphone and speaker
system.

By implementing a word wall

that engages students, they
are able to actively interact
with the displayed
vocabulary. Additionally, the
use of a speaker system
amplifies the teacher's voice,
ensuring that instructions are
clear and easily understood
by all students. This
adaptation creates an
inclusive learning
environment where every
student can effectively
participate and comprehend
the lessons.
(12/1/23)