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’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive 12/10/19
pedagogy in planning. 4/16/20
7/19/19

I gain familiarity about I continue to utilize
my students’ academic iReady Diagnostic Data
and cultural backgrounds to gain information
and utilize this about students' initial
information when academic readiness in
planning instruction. It Reading and Math, as
helps me choose what well as measure their
texts and materials may growth in those subject
be most relevant for my areas. I use a variety of
students. I take a deep online assessments to
look at my students gather data. I use the
present levels among data to make small
different content areas groups. I organize
and form groups of students in groups by
students with similar level, and provide each
levels. This helps me group with intervention,
provide instruction that mini lessons, and
meet their individual enrichment
needs. I utilize culturally opportunities.
responsive pedagogy 12/10/19
when teaching. 7/19/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I continue to utilize data

from
digital assignments and
group activates to plan
instruction during the
distance learning
period. I typically
conduct whole group
meetings on Zoom, but
will ask a group of
students to stay a little
longer than the rest of
the class to work on a
particular skill. 4/16/20

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-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
12/10/19
4/16/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
I examine the learning
goals for each unit and
break them down into
smaller short-term goals
and long-term goals. The
learning targets are
written in clear, student-
friendly language.
Learning targets are
posted for students to
see, and are updated
frequently. We examine
the learning goal at the
beginning of the lesson,
check in on the goal
throughout the lesson ,
and assess our mastery of
the goal at the end of the
lesson. Students self-
assess their mastery of
the learning goals.
7/19/19
Students track their
assessment data in their
own binders after each
assessment. At the
beginning of the year, I
meet individually with
each student and go over
their iReady diagnostic
data. We meet again after
another diagnostic is
completed and discuss
progress toward their
goal and an action plan to
meet that goal.
12/10/19

I communicate with
families daily
using Class Dojo to relay
information on tasks,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
assignments, and
learning goals for the
day. At the end of the
week, I reach out to
families about feedback
for the week and we
discuss student mastery
of the learning goals.

4/16/20

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,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning. learning. plans that ensure high
learning
levels of learning.
7/19/19
12/10/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
4/16/20

I create a long rage plan

at the beginning of the
school year for each
content area. This long
range plan helps me more
effectively pace my
lessons so that we cover
all the content standards.
I examine each unit and
make decisions on how
much time needs to be
spent on each topic. This
largely depends on
students’ present levels
and prior knowledge.
Learning goals are both

short term and long term.
7/19/19
My teammate and I meet
to establish a long range
plan. We utilize district
issued curriculum maps
and our own resources to
help us sequence our
lessons. We meet
frequently to make
adjustments to our plan,
using student data as our
driving force.
12/10/19
During the distance
learning period, I have
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
created a
general distance
learning plan for
parents to follow as well
as a daily to do list. This
helps keeps students
organized in both the
short term and
long term. 4/16/20
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
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning
students’ diverse appropriate support and needs and styles to
instruction that
language, and learning challenges for students. advance learning for all.
incorporates
Is aware of student Seeks to learn about needs and styles.
appropriate
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
strategies to meet
language needs through and language needs Uses assessments of broad range of for students to reflect on
the learning needs of
data provided by the site beyond basic data. students’ learning and assessments into their learning and the
all students
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.
12/10/19
4/16/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
I gather data from a I utilize a variety of
variety of assessments to supports and scaffolds
examine student learning. throughout my
I use this data to drive my instruction daily to meet
instruction. These include my students' diverse
informal assessments language and learning
conducted during a needs. I utilize
lesson, and formal vocabulary word walls
assessments such as tests, and challenge my
quizzes, exit slips, and students to incorporate
projects. I provide new academic and
additional instruction domain specific
when students are vocabulary into their
lacking prerequisite speech and writing. I
skills. We check for understand the
understanding different tiers of
throughout the lesson vocabulary words and I
and use accountable am specific and
talk.7/19/19 intentional with my
vocabulary instruction.

I provide my students
the opportunity to share
their thinking with a
partner and go back and
revise their responses
before I ask students to
share their answers.

12/10/19

I include a variety of
support for my students
during the distance
learning period. In our
unit on measurement, I
provide some
students with
various charts and
sample problems,
along with
tutorial videos on Khan
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
Academy. 4/16/20

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.7/19/19 Engages with students to
assessed learning
12/10/19 identify types of
needs of all students.
4/16/20 adjustments in
instruction that best meet
their learning goals.

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
I regularly make
adjustments to my
lessons depending on
student needs. If I see
that my students are
struggling with a concept,
I will regroup with the
class and either provide
more input or more
guided practice, then
release them. When I see
an activity is taking the
students longer that
originally planned, I will
either allow more time
for the students to
complete the activity, or
adjust the activity so that
they only focus on key
components. 7/19/19
12/10/19
4/16/20