CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons Plans single lessons Plans differentiated instruction based on knowledge of Plans differentiated Plans differentiated
using available or sequence of students’ academic readiness, academic language, instruction, which instruction that
curriculum and lessons using diverse cultural backgrounds, and individual cognitive, is based on broad provides systematic
information from additional social, emotional, and physical development to meet knowledge of opportunities for
district and state assessment their individual needs. students. Matches supporting and
4.1 Using required information on resources and extending student
knowledge of assessments. student academic Examines potential sources of bias and stereotyping specific strategies learning based on
students’ readiness, language, when planning lessons. Uses culturally responsive to students’ diverse comprehensive
academic cultural background, pedagogy in planning. learning needs and information on
readiness, and individual cultural students.
language development. backgrounds.
proficiency,
cultural
background, and
individual Is aware of impact of Planning addresses Engages students in
development to bias on learning. Becomes aware of bias, stereotyping, the analysis of bias,
plan instruction. potential areas of and assumptions stereotyping, and
bias and seeks to about cultures an assumptions.
learn about members of
culturally cultures.
responsive
pedagogy.
I have used results 5/1/24This year we are working together in
such as STAR 360 collaborative teams to unpack standards and plan
and my own instruction. This allows me to consider academic
assessments and readiness, language proficiency and development to
observations to plan plan. We make sure to unpack the standards by also
small group planning for ELD supports and accommodations
instruction to meet needed.
the need of my
diverse learners.

After I main
lesson I grade
students exit
tickets to see how
well they met the
standard taught.
Using the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

information on
exit tickets I then
schedule a reteach
for students who
did not meet the
standard to
support them in a
smaller group
session. I do
reteach sessions
on Monday's and
Friday's at 1:15
p.m.
Communicates Establishes and Establishes and communicates to students clear Establishes and Establishes and
learning objectives shares learning learning goals for content that are accessible, articulates learning articulates
for a single lesson to goals for skill challenging, and differentiated to address students’ goals to students comprehensive
students based on development with diverse learning needs. that integrate short-term and
4.2 Establishing
content standards students in single content standards long-term learning
and articulating
and available lessons and with students’ goals for students.
goals for student
curriculum. sequence of lessons. strengths, interests, Assists students to
learning
and learning needs. articulate and
monitor learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I address standards 5/1/24 I make sure to go over learning goals daily and
during lessons and create checks for understandings. These can be formal
have an I can or informal checks. I also make sure to meet with
statement for each students to go over which standards they have
subject and lesson. I mastered and which ones they still need to work on.
go over it with the This helps them self-reflect and set goals for learning
students before the as well.
lesson begins.

In every lesson we
go over the
standards we will
be working on,
and I can
statement. We
also close a lesson
by reflecting on
the standards we
met that day.

I continue to share
learning goals
with students in
kid friendly
language at the
beginning of each
lesson.
4.3 Developing Uses available Begins to plan Establishes short- and long-term curriculum plans for Refines sequence of Utilizes extensive
and sequencing curriculum for daily, curriculum units subject matter concepts and essential related long-term plans to knowledge of
long-term and short- and long-term that include a series academic language and formats that support student reflect integrations curriculum, content
short-term plans. of connected lessons learning. of curriculum standards, and
instructional and are linked to guidelines, assess learning
plans to support long-term planning frameworks, and needs to design
student learning to support student assessed cohesive and
learning. instructional needs comprehensive
to ensure student long- and short-
learning. term instructional
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

plans that ensure
high levels of
learning.

I plan day by day Since our school has switched over to a PLC model, we
looking at my work together to develop short term and long term
district pacing. I do plans for the year. Using the support from veteran
need to set time to teachers I see how to structure my lessons and break
really look at the big them down into learning targets. This in turn keeps
picture of the year to me organized for short- and long-term lessons.
connect my lessons
better and be better
prepared for
transitions in 5/1/24 Since our school has switched over to a PLC
lessons. model, we work together to develop short term and
long-term plans for the year. Using the support from
veteran teachers I see how to structure my lessons and
break them down into learning targets. This in turn
I follow my keeps me stay organized for short- and long-term
school's pacing lessons.
and guide to help
set my calendar ISTE 2.7.b Use Tech to Create
for the whole AssessmentsUse technology to design and
year. Using this implement a variety of formative
calendar, I can see and summative assessments that accommodate
when each learner needs, provide timely feedback to
standard will be students and inform instruction.
taught and what
prerequisite skills 5/1/24We use a technology platform called DnA
the students will to take summative assessments across the board
need. I also work for all teachers. We come up with the questions
with my together and add support needed or
collaboration accommodations such as a glossary or text to
team to plan speech features. The link below shows a picture
upcoming lessons of a summative assessment our students have
and work on taken on DnA.
sequencing for the
whole year. https://www.scribd.com/document/729419365/Dna-
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Assesment-Results
Plans instruction Selects strategies for Incorporates differentiated instructional strategies Plans instruction Plans instruction
that incorporates single lessons or into ongoing planning that addresses culturally using a wide range incorporating a
strategies suggested sequence of lessons responsive pedagogy, students’ diverse language, and of strategies to repertoire of
by curriculum that respond to learning needs and styles. address learning strategies
guidelines. students’ diverse styles and meet specifically meet
learning needs. Uses assessments of students’ learning and language students’ assessed students’ diverse
needs to inform planning differentiated instruction. language and language and
4.4 Planning
learning needs. learning needs and
instruction that
Provides styles to advance
incorporates
Is aware of student Seeks to learn about appropriate learning for all.
appropriate
content, learning, students’ diverse support and
strategies to
and language needs learning and challenges for Facilitates
meet the
through data language needs students. opportunities for
learning needs of
provided by the site beyond basic data. students to reflect
all students
and district. Integrates results on their learning
from a broad range and the impact of
of assessments into instructional
planning to meet strategies to meet
students’ diverse their learning and
learning and language needs.
language needs.
I take notes of When we work on unpacking standards, we choose
student needs instructional strategies for ELD, and special needs
during lessons. I students. We do this with the support of ELD
note what worked specialists and special education teachers. We also use
and what did not. I assessments to monitor learning and reflect on best
also use exit tickets practices with our teacher community. This way we
to decide what can share strategies that worked and those that
strategies to try for seemed to be unsuccessful.
the next lessons. If
students got the
material I think of an 5/1/24
enrichment activity,
if students struggled, When we work on unpacking standards, we choose
I will try a different instructional strategies for ELD, and special needs
instructional students. We do this with the support of ELD
strategy. specialists and special education teachers. We also use
assessments to monitor learning and reflect on best
practices with our teacher community. This way we
can share strategies that worked and those that
When I plan a seemed to be unsuccessful.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

lesson I make sure
to keep in mind
the needs of IEP
students, 504
plans, ELL
students, and
gifted. For
example, in one of
my IEP's the
student needs text
to speech features
so I provide that
in our exit tickets.
Implements lessons Begins to adapt Makes adjustments and adaptations to differentiate Makes ongoing Anticipates and
and uses materials plans and materials instructional plans. Uses culturally responsive adjustments to plans for a wide
from curriculum in single lessons or pedagogy and additional materials to support instructional plans range of adaptations
provided. sequences of lessons students’ diverse learning needs. and uses a variety to lessons based on
4.5 Adapting
to address students’ of materials as the in depth analysis of
instructional
learning needs. instructional needs individual student
plans and
arises to support needs.
curricular
student learning.
materials to
Engages with
meet the
students to identify
assessed
types of
learning needs of
adjustments in
all students.
instruction that best
meet their learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I use my districts I am constantly monitoring learning by self-
pacing and assessment polls, checking work, exit tickets and
resources but also summative assessments. Using this data, I decide who
adjust my lesson needs tier 2 or tier 3 support and I make those small
plans to tailor the group sessions based on learning targets.
needs of my
students. For
example, if I am 5/1/24
teaching small group
rounding, I use exit I make adaptations in advance for standards I will
ticket assessment to teach. I will work with my team to come up with
understand their adapted visuals, word banks or strategies to support
needs. If I see all learners. We also are constantly updating this
students are unpacking tool and sharing new resources to use with
struggling, I think of our students.
ways to support
them like going over
prerequisite skills
they need for
rounding.

When I plan a
lesson, I make
sure to keep in
mind the needs of
IEP students, 504
plans and ELL
students. For
example, I
included adapted
materials like text
to speech features
and visuals/ vocab
review for my
ELL students. I
also offer
differentiated
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

work to meet the
learning needs of
all students.