CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans daily lessons using
available curriculum and
information from district
and state required
assessments.
4.1 Using knowledge
of students’ academic
readiness, language Is aware of impact of bias
proficiency, cultural on learning.
background, and
individual
development to plan
instruction.
Emerging-Plans daily
lessons using available
curriculum and
information from district
and state required
assessments. Is aware of
impact of bias on learning.
Date: September 2022
Evidence: Lessons are
planned using a collection
of data(LINK) on how
students are academically
as well as in terms of their
Exploring
Plans single lessons or
sequence of lessons using
additional assessment
information on student
academic readiness,
language, cultural
background, and
individual development.
Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
Units take into account
the academic status of
students for the grade
level I am teaching using
available data. Certain
activities are planned in
sections of the classes for
individual reflection.
Exploring-Plans single
lessons or sequence of
lessons using additional
assessment information on
student academic
readiness, language,
cultural background, and
individual development.
Date: March 2023
Evidence: Lesson plans are
designed to be at a rigor
expected for a 6th grade
students, including the
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive,
social, emotional, and
physical development to
meet their individual
needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
Applying-Plans
differentiated instruction
based on knowledge of
students’ academic
readiness, academic
language, diverse cultural
backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs. Examines
potential sources of bias
and stereotyping when
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is instruction that provides
based on broad systematic opportunities
knowledge of students. for supporting and
Matches resources and extending student
specific strategies to learning based on
students’ diverse learning comprehensive
needs and cultural information on students.
backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures an members of assumptions.
cultures.
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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
individual development. vocabulary needed to
Less emphasis has been master the content
placed on students’ standards of a particular
cultural background when unit (such as Hinduism and
planning lessons. Buddhism). To incorporate
the cultural background
and individual
development for all
students, certain activities
such as team collaboration
to deduce the correct
answer to questions about
a unit topic, such as those
of India, are embedded in
the start of the unit (LINK)
to demonstrate what each
student knows about
certain cultures before we
study them, even if it's not
necessarily their own
culture.
Applying
planning lessons. Uses
culturally responsive
pedagogy in planning.
Date: October 2023
Evidence: A strong
emphasis is placed on
vocabulary for this school
year, as our data indicates
that vocabulary acquisition
is an area of growth for
many different student
populations at our school
type. This is done at a
rigorous pace that all 6th
grade students are held to,
even if students are not at
grade level in terms of
reading and writing. In
order to have a more
inclusive lesson, I use
aspects of students'
culture (such as analyzing
what foods common in
their culture would be
kosher) within a
lesson(LINK) on slides 22,
23 and 24 to make the
content more relative. In
addition, I discuss my
lesson one on one with my
coach to discuss any
potential biases and
ensuring equity in all
students' access to the
content.
Integrating Innovating
cultures.
Date: April 2024
Evidence: Our school is
focusing on having
students read and
synthesize informational
texts with a strong
emphasis on vocabulary
acquisition for the social
studies department. This
has shown some success,
especially with activities
such as the vocabulary
decoding from slides ___
to ____ from this lesson’s
slide deck. By spiraling
key words learned earlier
in the year (such as just),
students can feel the
relevance of what they
have learned earlier in
the year, and can connect
it with the new cultures
they are learning, such as
the beliefs of the ancient
Indians, and how they
still use many of the same
beliefs today.
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-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

Exploring-Establishes Applying-Establishes and Integrating-Establishes

and shares learning goals communicates to and articulates learning
for skill development students clear learning goals to students that
with students in single goals for content that are integrate content
lessons and sequence of accessible, challenging, standards with students’
lessons. and differentiated to strengths, interests, and
address students’ diverse learning needs.
Date: September 2022 learning needs. Date: April 2024
Date: October 2023 Evidence: We have now
Evidence: Foundational Evidence: This school fully integrated the
skills are part of the year began the use of the C.H.A.M.P.S learning goal
school system where I C.H.A.M.P.S learning goals system within each
teach and are included in for each new activity lesson, as seen in these
both single lessons as students complete within PowerPoint slides (LINK).
well as sequenced a lesson, as evidenced Each new activity has the
lessons. within this PowerPoint C.H.A.M.P.S expectations
presentation (LINK). Each set, with almost all of our
activity has clear students internalizing
Exploring-Establishes expectations on what what is being asked of
and shares learning goals they are expected to them as they see these
for skill development learn, how to ask for help expectations within all of
with students in single and the expectations their classes, no matter
lessons and sequence of within the timed point what subject.
lessons. within the activity that
makes it easier for all of
Date: March 2023 the diverse student
population to follow
Evidence: The along.
whiteboard in my
classroom has explicitly
stated the content
standards, essential
question and student
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

goals that are planned for

each lesson. In addition, I
verbally and visually
review the goals for each
lesson within my slide
deck, as evidenced here
(LINK)

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,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.

Applying-Establishes Integrating-Refines
short- and long-term sequence of long-term
curriculum plans for plans to reflect
subject matter concepts integrations of
and essential related curriculum guidelines,
academic language and frameworks, and
formats that support assessed instructional
student learning. needs to ensure student
learning.
Date: September 2022 Date: April 2024

Evidence: Each unit is The seven units that are

being planned to focus on expected to teach have
a central theme, with developed critical themes
lessons planned(LINK) to that students will analyze
support student learning and synthesize for their
to understand the response. Students have
importance of the theme open-ended responses
being discussed and that permit them to share
setting them up for their own interpretation
success in their without worry of looking
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

summative assessment at for one kind of answer,

the end of the unit. allowing for unique
perspectives to thrive
Level of Development: from our differentiated
Applying-Establishes scholars, as can be seen
short- and long-term with the options on the
curriculum plans for writing assignment of the
subject matter concepts Roman Republic. While
and essential related there are 3 groups they
academic language and need to choose from on
formats that support who had the most power
student learning. in ancient Rome, each
student can fully justify
Date: March 2023 their response and still
earn all the points, as
they are developing
Evidence: Each unit is inferential skills and
being planned to focus on expositional skills, not
a central theme, with simply repeating facts
lessons planned to from the text. This aligns
support student learning with ISTE standard 3.3.e
to understand the Use Analytics to View
importance of the theme Student Progress Develop
being discussed and learning assessments that
setting them up for provide a personalized,
success in their actionable view of
summative assessment at student progress in real
the end of the unit. The time, as these
upcoming unit has a assignments are what
central focus on students permit students to
learning how to make flourish as thinkers, and
their own argument (How not simply follow rote
did different leaders of memorization. For a
ancient China control a teacher leader, cultivating
difficult region?). unique arguments in the
Students will have the moment allows a great
choice to argue if the insight into how students
different rulers and their synthesize the
ideas are effective or information while also
ineffective during the allowing creativity in
weeks of studying China their writing. In addition,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

though a series of the data is there to open

documents in a unit the doors for
packet (LINK) before collaboration with other
getting to an essay that teachers who are also
combines the information focused on writing,
from the unit so students building another key
can demonstrate if they foundation for a teacher
successfully argue if the leader.
leaders are mostly
efficient or mostly
inefficient.

Level of Development:
Applying-Incorporates
differentiated
instructional strategies
into ongoing planning
that addresses culturally
responsive pedagogy,
students’ diverse
language, and learning
needs and styles.

Date: October 2023

Evidence: All units are

planned with a essential
question that will serve
as the central theme. Each
lesson is a building block
that goes into finding the
answers needed to
respond to the essential
question in the form of an
essay, which is the
summative assessment
that culminates the unit.
In the newest unit,
students will have the
responsibility to write
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

expository writing
assignments to elaborate
on: How did Judaism
grow and change even
when facing opposition?
Students will focus on
three main figures who
helped Judaism grow
(Moses, David and the
Jews after the Temple
was destroyed in 70 CE)
with a unit packet(LINK)
before getting to their
essay to synthesize the
information and
demonstrate the ways
Judaism grew.

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
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students 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.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Exploring-Selects Applying-Incorporates Integrating-Plans
strategies for single differentiated instruction using a wide
lessons or sequence of instructional strategies range of strategies to
lessons that respond to into ongoing planning address learning styles
students’ diverse learning that addresses culturally and meet students’
needs. Seeks to learn responsive pedagogy, assessed language and
about students’ diverse students’ diverse learning needs. Provides
learning and language language, and learning appropriate support and
needs beyond basic data. needs and styles. challenges for students.
Date: September 2022 Date: March 2023 Integrates results from a
Evidence: Lessons are Evidence: Lessons are broad range of
designed(LINK) so that designed so students are assessments into
students can get the synthesizing the work planning to meet
information needed for done in the entire unit to students’ diverse learning
the mastery of the complete their end-of- and language needs.
standard being taught unit assessment. The unit Date: April 2024
while accounting for the done in the first part of Evidence: Each lesson is
differences in their March 2023 concludes 5 structured so students
academic use of English. paragraph essay that can complete the
answers the essential preliminary draft for
question of the unit: What their end of unit
ideas did ancient Indians summative assessment
consider to be the most (Essay). The unit in April
important to live a better 2024 had a 5 paragraph
life?, with a document essay that answered the
based packet(LINK) argumentative question
forming the basis of the of the unit: “How did
unit. Students have taken different leaders of
the last weeks to work on ancient China control a
several different difficult region?” Students
assignments to come up had worked on the rough
with the information drafts for the 5
needed to correctly paragraphs in the weeks
complete the essay. prior to typing the essay,
Students use this with the information
information, direct needed given direct
feedback left by the feedback. Students
teacher for some of the independently decided on
information and their their argumentative
own editing skills to type thesis that shared if these
the 5-paragraph essay. leaders/ideas were
Students will use all the effective or ineffective to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

information they have control ancient China.
learned about ancient They used these ideas to
India to independently also write a restated
write a thesis that thesis to remind the
incorporates some of the reader what their main
main sources of argument is for the essay.
philosophical thought on Students were expected
how to live a better life in to have finished
ancient India (Emperor paragraphs 1 and 2 on
Asoka, Buddhism and the first block of the
Hinduism). They will use week, and were given the
this information to write entire 107 minutes to
a restated thesis before type the remaining
diving into the essay. paragraphs (3, 4 and 5) as
Students are expected to detailed by the
have finished typing PowerPoint lesson plans
paragraphs 1, 2 and 3 by here (LINK), which break
the conclusion of the first down each expectation
lesson, and the for the 5 paragraphs
remaining two along with a modeled
paragraphs plus editing example.
time in the other main
block for the week. The
slide deck for the final
week of the lesson(LINK)
details the breakdown in
time and demonstrates
the strategies used to
meet the learning needs
of all students. This is
structured to have
students complete each
part of the paragraph by a
certain amount of time
(For example, citing
evidence within 5
minutes), while allowing
students to work at their
own pace. Students also
have access to materials
to help them overcome
any issues with
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

understanding what to do
during the essay (such as
a slide deck, an essay
checklist and an essay
rubric).
Level of Development:
Applying-Incorporates
differentiated
instructional strategies
into ongoing planning
that addresses culturally
responsive pedagogy,
students’ diverse
language, and learning
needs and styles.
Date: October 2023
Evidence: With the
lessons designed in a way
that students use their
information on a
document-based question
essay, students' learning
needs are structured and
scaffold so that they have
their rough draft of the
essay ready by the time
they will use Google Docs
to type of the final copy of
the essay. During certain
lessons, writing
assignments called C-E-Rs
are implemented that
involve students
answering a topic
question that will form
one of the body
paragraphs in the essay.
In these examples,
students wrote rough
drafts for different parts
of their essay (LINK)
(LINK), with direct
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

feedback left so that
students can improve on
their work by the time
the essay will be typed.
With these in mind,
students' needs are
considered so they have
what they need to
succeed in this
summative assessment,
even with the varying
learning styles of the
scholars. This goes with
ISTE Standard 2.6a:
Foster a culture where
students take ownership
of their learning goals
and outcomes in both
independent and group
settings. In order for
students to achieve
mastery in their essay (3
or 4 out of 4), this
requires students to
apply the direct feedback
and improve on their
writing outside of
structured class time. If
students aren't able to do
this at home, they are
welcome to come to office
hours where they can get
assistance or use
technology such as their
Google Chromebooks to
improve on their writing
and take more ownership
of their learning goals.
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the lessons to address plans. Uses culturally uses a variety of based on in depth
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

students’ learning needs. responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
assessed learning
needs of all students.
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.

Exploring-Begins to adapt Applying-Makes

plans and materials in adjustments and
single lessons or adaptations to
sequences of lessons to differentiate instructional
address students’ plans. Uses culturally
learning needs. responsive pedagogy and
additional materials to
Date: September 2022 support students’ diverse
learning needs.
Evidence: Both the Date: October 2023
classroom Evidence: Certain
environment(LINK) and students are moved to
lessons are aligned to strategic points in the
provide the best learning classroom depending on
environment for students different factors (such as
with assessed learning performance and IEP
needs accommodations). Other
ways to make culturally
responsive pedagogy is to
Level of Development: have students create their
Exploring-Begins to adapt own writing prompt
plans and materials in based on students' choice
single lessons or of academic topic, as seen
sequences of lessons to in this slide deck (LINK).
address students’ The assignments are also
learning needs. scaffolded so that all
students, such as those
Date: March 2023 who are English Learners
or have an Individualized
Evidence: When planning Education Plan, can
my lessons, I take into readily access the
account how students designing of the writing
perform and see if there prompt (LINK). This goes
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

with ISTE Standard 2.4b:
are students who benefit Collaborate and co-learn
by being placed in a with students to discover
certain part of the and use new digital
classroom. Students get resources, and diagnose
preferential seating, and troubleshoot
controlled breaks and technology issues. This
frequent check-ins to lesson has me using Zoom
ensure that students are to create my own videos
making the necessary and embed them on
progress to master the Microsoft PowerPoint,
material being taught. where I model to
Certain assessments are students how to search
done in a personalized for a specific type of
testing environment to image on Google Images,
allow students with alongside with finding a
assessed learning needs document using a search
to work in an engine. By learning how
uninterrupted to use these digital
environment. This resources, students can
ensures that both the learn how to find images
classroom environment to support their writing
and lessons are aligned to and how to find
provide the best learning documents not only for
environment for students the class I teach, but for
with assessed learning all other classes.
needs.
Applying-Makes
adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Date: April 2024
Evidence: Preferential
seating is used to help out
a subset of students (such
as those needing certain
seats per IEP
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

accommodations or for
strong heterogeneous
academic pairings).
Another culturally
responsive strategy is
having open-ending
writing prompts, such as
this (LINK). By allowing
students to choose which
of Ceasar and Augustus’
actions impacted the
Roman government, I am
having the content more
student-centered, rather
than having them write
and rote the information
as it was presented to
them.