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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, 9/21/22, 4/22/23, social, emotional, and backgrounds.
language proficiency, 12/4/23, 4/30/24 physical development to
cultural background, meet their individual
and individual needs.
development to plan Is aware of impact of bias Planning addresses bias, Engages students in the
instruction. on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias and sources of bias and assumptions about stereotyping, and
seeks to learn about stereotyping when cultures and members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. 9/21/22, culturally responsive
4/22/23, 12/4/23, pedagogy in planning.
4/30/24
The Amplify Science
curriculum includes
pre-unit assessments,
formative assessments
embedded in lesson
activities, and end of unit
assessments. The pre-unit
assessments allow to have
a baseline for students’
readiness for the material.
9/21/22, 4/22/23,
12/4/23, 4/30/24

When the curriculum

includes lesson content
that is biased toward a
group of students I either
remove it or preface the
lesson with the
information that makes
the content biased.
9/21/22, 4/22/23,
12/4/23, 4/30/24
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 students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons content that are content standards with short-term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/21/22 4/22/23, 12/4/23, and differentiated to interests, and learning students. Assists students
4/30/24 address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

I present the As I begin each unit,

instructional materials chapter, and lesson I
and learning objectives review the focus
included in the Amplify questions, learning goals,
Science curriculum. vocabulary, and concepts
9/21/22 with the class. 4/22/23,
12/4/23, 4/30/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. 9/21/22 of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed design cohesive and
short-term
student learning. and formats that support instructional needs to comprehensive long- and
instructional plans
4/22/23, 12/4/23, student learning. ensure student learning. short-term instructional
to support student
4/30/24 plans that ensure high
learning
levels of learning.

I review the Amplify When planning a unit I

Science curriculum and preview the associated
develop short and key concepts and
long-term plans based on vocabulary in order to
the suggested unit length. support students in
I adjust these plans daily making connections to
when needed. 9/21/22 prior knowledge from
previously covered units.
For example, each of the
units covered during the
second semester were
related to energy in
different forms. I
structured each of my
units to build off of and
connect to previous
concepts. 4/22/23,
12/4/23, 4/30/24
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 sequence differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum of lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. 9/21/22, 4/22/23, addresses culturally assessed language and language and learning
4.4 Planning 12/4/23, 4/30/24 responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student needs and styles. Facilitates opportunities
strategies to meet content, learning, and Seeks to learn about Integrates results from a for students to reflect on
the learning needs of language needs through students’ diverse learning Uses assessments of broad range of their learning and the
all students data provided by the site and language needs students’ learning and assessments into planning impact of instructional
and district. 9/21/22 beyond basic data. language needs to inform to meet students’ diverse strategies to meet their
4/22/23, 12/4/23, planning differentiated learning and language learning and language
4/30/24 instruction. needs. needs.

I review Learning Profiles Using available data, I

for students that receive develop lessons that allow
services from Student students to engage with
Support staff and use this the content based on their
data to inform my learning style and needs.
instruction. For students This may include written
not receiving services, I tasks, discussion-based
review pre-unit tasks, student created
assessment and presentations, in addition
formative assessment to independent and
data to determine their collaborative work
content, learning, and opportunities. 9/21/22,
language needs. Our 4/22/23, 12/4/23,
school does not have 4/30/24
assessment data available
for my specific subject I reach out to our Student
area. 9/21/22 Support staff when I
notice a student is
particularly challenged
with specific tasks in an
effort to find and make
adjustments to support
their learning. 4/22/23,
12/4/23, 4/30/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
4.5 Adapting address students’ learning
instructional plans needs. 9/21/22
and curricular
materials to meet
the assessed
learning needs of all
students.
With an awareness of
students’ learning needs,
individual learning styles,
and overall class dynamic,
I adjust lessons to allow
each student and class to
play to their strengths and
engage with the material.
This may include
adjusting estimated lesson
times and activities to
allow for deeper
exploration and learning.
9/21/22
Applying Integrating Innovating
Makes adjustments and Makes ongoing Anticipates and plans for
adaptations to adjustments to a wide range of
differentiate instructional instructional plans and adaptations to lessons
plans. Uses culturally uses a variety of materials based on in depth
responsive pedagogy and as the instructional needs analysis of individual
additional materials to arises to support student student needs.
support students’ diverse learning.
learning needs. 4/22/23, Engages with students to
12/4/23, 4/30/24 identify types of
adjustments in
instruction that best meet
their learning goals.
I make several
adjustments and/or
adaptations to the lesson
guides provided by the
Amplify Science
curriculum in an effort to
organize my lessons to
ensure students can
engage with the material
and complete tasks using
hard copy workbooks,
online simulation models,
physical models, as well as
printed and digital
articles. These
adjustments allow my
lessons to include a
combination of tasks
based on reading, written
expression, and
technology use, in
addition to partner, group,
and whole class
discussion. I also adapt
the provided lesson
guides to allow students
to choose to work
independently or with a
partner/small group
during selected activities
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
in which peer support
may promote deeper
engagement. 4/22/23,
12/4/23, 4/30/24