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
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs. (9/26/19)
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
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
pedagogy in planning.
(9/26/19)
I plan differentiated
instruction based on my
knowledge of students’ past
instruction, academic
vocabulary, and
backgrounds. I use this
information to gauge how I
need to meet each of their
needs within a lesson. I am
able to work with them to
help them to continue to
grow intellectually, socially,
emotionally, and physically. I
examine my sources,
content, and activities for
bias or stereotyping to be
sure that my pedagogy is
culturally appropriate. I also
help students build skills to
be responsive to their
environment. (9/26/19)
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. to articulate and monitor
learning needs. learning goals.
(9/26/19)
I establish and
communicate learning
goals for content across
subject matters that are
appropriate for each
student. Each student
receives an appropriate
amount of challenge. For
example, in Writer’s
Workshop I begin by
instructing the whole
class and giving our
general goals and
learning objectives.
Throughout the
workshop I meet with
students individually and
give them their goals. I
establish their goals with
them that are
appropriately
challenging. (9/26/19)
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 (9/26/19) that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.

I have begun to plan

curriculum units that
include a series of
connected lessons that
are linked to long-term
plans. For example,
currently I have novel
studies planned for each
trimester. Each book will
deal with a different
aspect of life and build
character for students.
Within each novel study
is a series of lessons that
are connected for the
duration of the book.
Before we began our
novel study of Wonder, I
did a couple lessons on
figurative language and
students have continued
building upon those
initial lessons with each
part of the book.
(9/26/19)
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
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. (9/26/19)
strategies to meet content, learning, and students’ diverse learning Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of Integrates results from a for students to reflect on
all students data provided by the site beyond basic data. students’ learning and broad range of their learning and the
and district. language needs to inform assessments into impact of instructional
planning differentiated planning to meet strategies to meet their
instruction. (9/26/19) students’ diverse learning learning and language
and language needs. needs.

I use assessments of I use a wide range of
students’ learning, such strategies to reach all
as exit tickets, formative learners in each lesson. I
assessments, and scaffold lessons or
summative assessments, activities for students
to differentiate who need support.
instruction. I use various Students who need
modes depending on the challenges will complete
subject matter to assess an extension to an
student learning and activity or have a choice
needs. I plan group work, that aligns with the
station teaching, and original activity.
varied individual (9/26/19).
activities to reach
individual students.
(9/26/19)
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
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
(9/26/19) identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

During instruction, I
adapt or adjust to fit the
needs of my learners. I
observe student
understanding and
performance to decide
what needs to change. For
example, if I notice that
students are not
understanding what is
asked of them, then I
stop, regroup, and teach
on the question and how
to comprehend what it is
asking. When I see that
students require
additional instruction or
assistance, I use materials
that help with reteaching
skills, organizing
information, and
extending understanding.
(9/26/19)