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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic development.9/25/19 individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. 12/6/20 assumptions. 5/1/21
pedagogy.9/25/19 culturally responsive
pedagogy in planning.
5/5/20

I use both formal and I differentiate instruction I currently use small I have incorporated a lot
informal assessments, such through guided reading groups and independent of material this year for
as reading levels and groups, 1 on 1 writing work time to differentiate my students related to
observed reading conferences, math groups, for students based on bias, stereotyping,
strategies to determine and other choice activities. their needs. For each small diversity and identity. I do
what my students’ needs These are all based on my group, I plan activities and my best to provide
are and how to best meet knowledge of my students, lessons that meet their students with an
those needs. there backgrounds, social specific needs, so I use a abundance of content
emotional skills and variety of resources to about a different types of
I also have begun my own development. support. My grade level people, to ensure they are
development in culturally I have dug deeper into team also spent the first not forming or enforcing
response pedagogy and examining my own sources part of this school year stereotypes or
how to involve parents to of bias through some using a protocol that assumptions about groups
learn more about my personal development this addresses our own biases of people. 5/1/21
students and their year. 5/5/20 and cultures, in order to
backgrounds. 9/25/19 provide students with
effective instruction.
12/6/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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 comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of challenging, and strengths, interests, and students. Assists students
student learning lessons.5/5/20 differentiated to address learning needs. 5/1/21 to articulate and monitor
students’ diverse learning learning goals.
needs. 12/6/20

In most lessons I share a At the beginning of all Each unit and lesson
clear learning goal with lessons we start with a begins with a reading of
students as an “I can” student learning goal, so the learning goals. I also
statement, and we revisit it that students know what is spend time breaking down
at then end of the lesson to expected of them. At the what it means and
assess understanding. end of each lesson we teaching and reinforcing
5/5/20 return to the learning goal academic language so that
and students self-assess students can fully access
their progress towards and understand the
that goal. The goals are learning goal. 5/1/21
also specific to the needs
of each student. 12/6/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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. 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 instructional design cohesive and
short-term
student learning.9/25/19 and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning.5/5/20 learning. 5/1/21 short-term instructional
support student
plans that ensure high
learning
levels of learning.

In most subject areas, My grade level team and I My grade level team and I
including math and social backwards plan each of revisit our yearly plans
studies and science, my our units, which includes often to make adjustments
grade level team and I essential questions and as needed based on the
backwards plan our units knowledge and learning curriculum, standards,
together. We determine objectives. We use end of and our current students.
what we want our students unit assessments and For instance, this year we
to be able to do by the end informal observations to made a lot of adjustments
of the unit, then plan our help guide our planning due to COVID and
learning activities around for future units. 5/5/20 modified all of our first
that. 9/25/19 units of the year. We also
have a new math
curriculum this year, so
we made adjustments to
our math plans that both
reflected those new
materials, as well as our
current students’ needs.
5/1/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning
students’ diverse language, learning needs. Provides needs and styles to
instruction that
and learning needs and appropriate support and advance learning for all.
incorporates
styles. challenges for students.
appropriate
Is aware of student Seeks to learn about Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all
language needs through and language needs students’ learning and broad range of their learning and the
students
data provided by the site beyond basic data.9/25/19 language needs to inform assessments into planning impact of instructional
and district. planning differentiated to meet students’ diverse strategies to meet their
instruction.12/6/20 learning and language learning and language
needs. 5/1/21 needs.

As I get to know students I use my knowledge of In addition to

throughout the year, I students to consistently differentiated instruction,
determine their interests, differentiate through small I also provide my students
learning needs and group activities, 1 on 1 with a variety of tools
preferred learning styles. I conferences and choice throughout whole-group
use this informal data to activities. I analyze both lessons so that they all can
adjust my teaching styles formal and informal access the content. For
based on students’ needs. assessments to inform my instance, when reading
9/25/19 future planning and adjust about a topic I will provide
groups as needed.12/6/20 differentiated leveled texts
about the same topic. Or I
will provide students with
a variety of strategies to
use in math, that best fit
their needs. 5/1/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs.5/5/20 responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. 5/1/21 Engages with students to
assessed learning learning needs. 12/6/20 identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

As mentioned in previous I use my knowledge of Throughout a unit, I will

standards, I use my diverse students to differentiate make adjustments based
knowledge of my students both in whole group on what I notice my
to adjust my teaching to lessons and through small students need. For
meet their needs. I would group instruction. In my instance, in a writing unit,
like to incorporate more reading and writing units, I may add or move around
culturally responsive I have made many lessons that I know
pedagogy to further meet modifications to the students would benefit
diverse needs as well. materials I use such as from. I recently added an
5/5/20 mentor texts and topics for additional lesson about
inquiry, based on what I writing introductions
know about my students. because I noticed that my
12/6/20 students needed support
with how to begin their
writing. 5/1/21