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’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
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 and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive 5/6/20
pedagogy in planning.
7/20/19

I directly teach academic In order to incorporate

vocabulary and provide
visuals that are accessible
to all students.
Throughout the week the
use of our new words in
modeled and students
then incorporate and use
the words in a way that
incorporates their prior
knowledge and
experience. 7/20/19
students cultural
backgrounds even more
this year, I sent home
surveys about student’s
cultures, celebrations and
families so they could
share as much as they feel
comfortable sharing and I
can better incorporate
their lives and
experiences into our
studies. 12/10/19
5/6/20
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-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. 7/20/19 to articulate and monitor
learning needs. learning goals.
5/6/20

As a class, we discuss the We set goals as a class

purpose for the things we and track our progress
do and what we will use towards those goals.
them for in the short and Goals are created through
long term. For example, class discussion and
our letter sounds relate agreed upon. I also
solely to letters in the conference with students
short term but long term individually to set goals
we use them to read and during activities such as
write. 7/20/19 writer’s workshop. The
students set their own
goal and we conference to
track progress over time
and reevaluate goals.
5/6/20
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 long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning. learning. 7/20/19 plans that ensure high
learning
levels of learning.
5/6/20

I long term plan at the I analyze the data for the

beginning of the year and current year as well as
then reassess and make previous years and go
changes as we complete through our long term
benchmarks and plans and weekly lesson
assessments throughout plans to evaluate the
the year. 7/20/19 effectiveness of our
instruction and
curriculum and evaluate
the effective for students
in different groups. From
there, I create a short
term and long term plan.
5/6/20
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 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
7/20/19 needs.
5/6/20
I review the skills we
have learned before we
begin our new lesson and
make sure to check for
understanding through
out our lesson in a variety
of ways. This can include
verbal response, written
response, an action that
correlates to the
direction, etc. 7/20/19
12/10/19
5/6/20
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 based on in depth
students’ learning needs. responsive pedagogy and materials as the analysis of individual
4.5 Adapting additional materials to instructional needs arises student needs.
instructional plans support students’ diverse to support student
and curricular learning needs. learning. Engages with students to
materials to meet the identify types of
assessed learning adjustments in
needs of all students. instruction that best meet
their learning goals.
7/20/19
12/10/19
5/6/20

I group students and

scaffold their work based
on their individual level
in that skill. I provide
work that practices the
same skill but is
differentiated to allow
students to access the
content at their level.
7/20/19

The work that students

complete at their
differentiated centers is
used to guide instruction
and regroup as necessary
in addition to our formal
and informal
assessments. 12/10/19
5/6/20