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, diverse
language, cultural cultural backgrounds, and
background, and individual cognitive, social,
4.1 Using knowledge of individual development. emotional, and physical
students’ academic development to meet their
readiness, language individual needs.
proficiency, cultural
background, and Examines potential sources
individual development Is aware of impact of bias Becomes aware of of bias and stereotyping
to plan instruction. on learning. potential areas of bias and when planning lessons.
seeks to learn about Uses culturally responsive
culturally responsive pedagogy in planning.
pedagogy.
I use preassessments and
informal assessments in
order to create
developmentally
appropriate lessons. For
instance if my students do
not know how to hold a
pencil, I would not want to
put a paper in front of them
and have them writing
words. Instead I would do
activities to strengthen their
fine motor skills in order to
help them be more
successful while holding a
pencil. 9.26.18
Integrating
Plans differentiated
instruction, which is based
on broad knowledge of
students. Matches resources
and specific strategies to
students’ diverse learning
needs and cultural
backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about cultures
an members of cultures.
When teaching, I do a lot of
research on my units
beforehand. I do this in
order to address any
misconceptions. For
example, I was teaching
my students about insects
and addressed the
misconception of butterflies
making a cocoon.
Butterflies make a chrysalis
while a moth makes a
cocoon. I was up front in
order to address the
misconception and help my
students change their way
of thinking depending on
their background
knowledge. 5/6/19
Innovating
Plans differentiated
instruction that provides
systematic opportunities for
supporting and extending
student learning based on
comprehensive information
on students.
Engages students in the
analysis of bias,
stereotyping, and
assumptions.
I give multiple exposures to
specific instruction. For
instance, if I teach the life
cycle of a butterfly in
science, I also use the
vocabulary words in reading
and writing in order to give
them multiple exposures to
the content. 4/6/2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring Applying
Establishes and shares Establishes and
learning goals for skill communicates to students
development with clear learning goals for
students in single lessons content that are accessible,
and sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Innovating
Establishes and articulates
comprehensive short-term
and long-term learning goals
for students. Assists students
to articulate and monitor
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

My students set learning
goals for themselves and we
review them every month to
see if they have reached their
goal. We talk about “big
goals” (long term) and
“small goals” (short term)
and they choose which one
they would like to make for
themselves. 9.26.18

I made a booklet of short

term goals my TK students
made periodically
throughout the year. They
got to go back and refer to
their goals. IF they met the
goal they made a new one.
If not then they can keep the
same goal or tweak it in
order to make it more
attainable. 5/6/19
During PLCs my
colleagues and I create
goals we want our
students to attain by
the end of a topic/
unit.   We do this using
state standards.  By
working alongside one
another, we are able to
have a common goal to
make their transition
to first grade easier. 
The link we use for
standards is here.
4/6/2020 
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 long- Refines sequence of long- Utilizes extensive knowledge
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect of curriculum, content
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum standards, and assess
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, and learning needs to design
and short-term planning to support language and formats that assessed instructional needs cohesive and comprehensive
instructional plans to student learning. support student learning. to ensure student learning. long- and short-term
support student instructional plans that
learning ensure high levels of
learning.

I use the curriculum given I have taken the curriculum

to me and I have end of the and the objectives of each
year goals I would like to unit and discuss with my
reach but I also would like students the goals of every
to reach more outside of the unit. I verbally reference
curriculum to ensure student back to their goals at the end
learning. 9.26.18 or in the middle of the
lesson/unit. 12/1/19
I am still in the process of
mastering the curriculum. I
integrate the adopted
curriculum on a daily basis.
I have taken assessment
scores and analyzed data in
order to ensure student
learning and reflect on
lessons. 5/6/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
Is aware of student content,
appropriate strategies
learning, and language
to meet the learning
needs through data provided
needs of all students
by the site and district.
Exploring Applying
Selects strategies for Incorporates differentiated
single lessons or sequence instructional strategies into
of lessons that respond to ongoing planning that
students’ diverse learning addresses culturally
needs. responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Seeks to learn about
students’ diverse learning Uses assessments of
and language needs students’ learning and
beyond basic data. language needs to inform
planning differentiated
instruction.
Integrating
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides appropriate
support and challenges for
students.
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs.
I use many different
strategies to help students
learn and provide the
appropriate support. One
being some students learn
better outside. While others
learn better using multiple
senses such as touch or
smell. 9.26.18
I try to keep multiple
intelligences in mind when
planning instruction. For
instance when doing the
letter of the day, I try to
have a song, sensory
activity, and a visual aide in
order to help meet many
students’ needs. 5/6/19
Innovating
Plans instruction
incorporating a repertoire of
strategies specifically meet
students’ diverse language
and learning needs and styles
to advance learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.
I do an abundance of partner
talk in order to get partners
to discuss their learning with
other students. I also have
them reflect on stories,
lessons, or even experiences
in order to reflect on their
own learning. 12/1/19
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 adjustments Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. or sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual student
instructional plans and needs. pedagogy and additional arises to support student needs.
curricular materials to materials to support learning.
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. identify types of adjustments
students. in instruction that best meet
their learning goals.

Some lessons are more in I make adaptations for

depth than other lessons,
therefore I dive deeper in a
lesson like pumpkin life
cycle whereas others don’t
need as much depth. After I
informally assess I will
change my instructional
strategy if my students are
not learning the
information. 9.26.18
lessons for specific students
before I even do the lesson.
For instance when I was
doing a letter matching
game, I took out some letters
for my lower students and
added them in for my higher
students. 5/6/19