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’ 9/27/17 social, emotional, and backgrounds. 4/1/19
academic readiness, physical development to
language proficiency, meet their individual
cultural background, needs. 5/2/18 and
and individual Is aware of impact of bias 12/4/18 Planning addresses bias, Engages students in the
development to plan on learning. Becomes aware of stereotyping, and analysis of bias,
instruction. potential areas of bias Examines potential assumptions about stereotyping, and
and seeks to learn about sources of bias and cultures and members of assumptions.
culturally responsive stereotyping when cultures. 4/1/19
pedagogy. 9/27/17 planning lessons. Uses
culturally responsive
pedagogy in planning.
5/2/18 and 12/4/18

I plan my lessons with Teacher strategically Teacher reviews
language components plans for the range of assessment data to
that are integrated into physical and academic determine that all
lessons in order to development exhibited by students have the
enhance the English the students. 5/2/18 and knowledge and skills
Learners’ acquisition of 12/4/18 needed to be successful in
English. 9/27/17 my classroom. 4/1/19
Language components
This includes: front are integrated into
loading vocabulary, small lessons in order to
group discussion, pair enhance the English
share, writing out Learners’ acquisition of
answers before speaking English. 5/2/18 and
them to class, graphic 12/4/18
organizers with
integrated scaffolding.
9/27/17
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. 5/2/18 and to articulate and monitor
learning needs. 9/27/17 12/4/18 learning goals.

I communicate the Teacher breaks down
learning goals for the the larger
lesson by first posing a
question. The students
goals/standards into
answer the question at manageable learning
the beginning of the goals; lessons are
lesson and then return to sequenced to build
it at the end so they can on previous learning
self-assess their progress.
9/27/17
experiences. 5/2/18
and 12/4/18

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,
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. 9/27/17 learning. 12/4/18 plans that ensure high
Reassessed 5/2/18 levels of learning.

My lesson planning Teacher develops a year-
includes breaking down long curricular calendar
knowledge, skills, and so that the essential
abilities into logically content standards are
sequenced lessons then I distributed across the
sequence short-term year. 12/4/18
lesson plans to achieve a
long-term learning goal.
9/27/17 Reassessed
5/2/18

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 9/27/17 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 needs and styles. 5/2/18
4/1/19
strategies to meet content, learning, and Seeks to learn about and 12/4/18 Facilitates opportunities
the learning needs of language needs through students’ diverse learning Integrates results from a for students to reflect on
all students data provided by the site and language needs Uses assessments of broad range of their learning and the
and district. beyond basic data. students’ learning and assessments into impact of instructional
9/27/17 language needs to inform
planning to meet strategies to meet their
planning differentiated
students’ diverse learning learning and language
instruction. 5/2/18 and
and language needs. needs.
12/4/18 4/1/19
I use multiple strategies Teacher scaffolds and Teacher uses multiple
for checking student extends instruction, strategies for checking for
understanding both student understand.
during and after the
allowing students to Teacher checks
lesson. 9/27/17 build on previous frequently for student
learning experiences. understanding. 4/1/19
I refer to the data 5/2/18 and 12/4/18
collected from my CFU's
when determining if the Students are
students are ready to
move to the next phase of
provided with many
the lesson. 9/27/17 structured
opportunities to
practice oral
language in the
classroom setting.
5/2/18 and 12/4/18

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
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
9/27/17 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 5/2/18 learning. Engages with students to
assessed learning
and 12/1/18 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I use data collected from Teacher responds to
multiple CFU strategies to signs of student
determine before, during
and after a lesson,
misunderstanding
whether students are with a wide
making progress toward repertoire of
the learning goals modifications to
9/27/17 accommodate
diverse student
needs 5/2/18 and
12/1/18