CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language,
language, cultural diverse cultural
background, and backgrounds, and
4.1 Using knowledge
individual development. individual cognitive,
of students’ academic
social, emotional, and
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. 9/26/17
individual
Is aware of impact of bias Becomes aware of
development to plan
on learning. potential areas of bias Examines potential
instruction.
and seeks to learn about sources of bias and
culturally responsive stereotyping when
pedagogy. planning lessons. Uses
culturally responsive
pedagogy in planning.
9/26/17
I have access to and
analyze CELDT results for
my English language
learners to identify the
level of language
acquisition for each
English learner. I use this
information to guide my
ELD instruction to make
sure I am providing the
support that each student
needs in regards to
English language
development. 9/26/17
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. 5/10/18
12/6/18
5/1/19
Engages students in the
analysis of bias,
Planning addresses bias, stereotyping, and
stereotyping, and assumptions.
assumptions about
cultures and members of
cultures. 5/10/18
12/6/18
5/1/19
I have been SEAL
(Sobrato Early Academic
Language) trained and
certified. These strategies
address the diverse
learning needs of my
students and incorporate
diverse cultural
backgrounds. I am
implementing all of these
strategies in my
classroom. These
strategies include WITC
(world in the classroom),
vocabulary in context,
draw and label, inquiry
chart, sentence
patterning chart, living
wall, chants, academic
process journal, and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

many more. 5/10/18
12/6/18
5/1/19

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. 5/10/18 to articulate and monitor
learning needs. 9/26/17 12/6/18 learning goals.
5/1/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

In my GPR groups I let my students know
students know what they what the learning goal is
are working on and what of our lessons. My
they are working learning goals are aligned
towards. In my lower with the content
groups I make sure that standards and include
the content is students’ strengths,
differentiated based on interests, and learning
their needs and in my needs. I also make sure
higher groups I use that the goals are
content is more differentiated based on
challenging based on student needs. 5/10/18
their needs. 9/26/17 12/6/18
5/1/19

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 assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student short-term instructional
learning 9/26/17 5/10/18 learning.12/6/18 plans that ensure high
5/1/19 levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I make sure to sequence I make sure my long term
my short term lesson plans are sequenced and
plans to achieve long are reflective of the
term learning goals. My curriculum guidelines of
plans include activities my district and the pacing
that help students achieve guides. I also make sure
larger goals over time. that my plans include the
9/26/17 5/10/18 assessed needs of my
students. 12/6/18
5/1/19
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 repertoire
suggested by curriculum sequence of lessons that instructional strategies to address learning styles of strategies specifically
guidelines. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
4.4 Planning 9/26/17 5/10/18 responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student Seeks to learn about needs and styles. 5/1/19 Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning 12/6/18 for students to reflect on
learning needs of all language needs through and language needs Integrates results from a their learning and the
students data provided by the site beyond basic data. Uses assessments of broad range of impact of instructional
and district. 9/26/17 5/10/18 students’ learning and assessments into strategies to meet their
language needs to inform planning to meet learning and language
planning differentiated students’ diverse learning needs.
instruction. 12/6/18 and language needs.
5/1/19
I use multiple strategies I use a variety of scaffolds I use multiple strategies
for checking student and differentiation to for checking student
understanding during the support my English understanding during the
learning process. These language learners. I also learning process. These
strategies include use SEAL strategies which strategies include
informal and formal are targeted towards informal and formal
assessments, ELL’s. I use small groups assessments,
observations, quick for ELD to target the observations, quick
checks for understanding specific needs of my checks for understanding
posing questions, and one language learners. I use posing questions, and one
on one assessments. all of these to observe and on one assessments. I use
9/26/17 5/10/18 then plan my a variety of scaffolds and
instruction.12/6/18 differentiation to support
my English language
learners. I also use SEAL
strategies which are
targeted towards ELL’s. I
use small groups for ELD
to target the specific
needs of my language
learners. I use all of these
to observe and then plan
my instruction.
5/1/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single adaptations to
curriculum provided. lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
4.5 Adapting
students’ learning needs. responsive pedagogy and
instructional plans
additional materials to
and curricular
support students’ diverse
materials to meet the
learning needs. 9/26/17
assessed learning
needs of all students.
While working with small
groups I can adjust the
needs of my students by
grouping them with
students with similar
needs. While teaching the
class as a whole I can
provide the scaffolding
that some of the students
may need while also
providing those students
that don’t need the
scaffolding with
challenging material. I
can do this with the use of
sentence frames that
range from simple to
more complex. 9/26/17
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of materials based on in depth
as the instructional needs analysis of individual
arises to support student student needs.
learning. 5/10/18
12/6/18 Engages with students to
5/1/19 identify types of
adjustments in
instruction that best meet
their learning goals.
For my small guided
reading groups I have a
variety of books and
other materials to use
based on student needs. I
have simple materials and
more challenging
materials that I can pull
out as needed based on
assessment and
observation. 5/10/18
12/6/18
5/1/19