CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
4.1 Using knowledge language, cultural
of students’ background, and
academic readiness, individual development.
language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of Becomes aware of
instruction. bias on learning. potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
While many of our
assessments are multiple
choice/matching, I strive
to give students
opportunities to explore
why they might be more
inclined to answer a
question a certain way,
while another student
may view it differently.
I read through questions
to try and determine if
they might be skewed
toward one perspective
or another—generally
our provided material is
ethnically/culturally rich,
but some questions
assume students have
had more formal
grammar training (many
Applying
Plans differentiated instruction
based on knowledge of
students’ academic readiness,
academic language, diverse
cultural backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
Examines potential sources of
bias and stereotyping when
planning lessons. Uses
culturally responsive pedagogy
in planning.
This semester I had the
opportunity to attend a cultural
empathy seminar which helped
me understand how various
cultures can have different
perspectives toward education.
We also have been preparing
for how our Muslim students
will be accommodated during
state testing due to Ramadan
fasting observances.
(5/5/2019)
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 comprehensive
learning needs and information on students.
cultural backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures and members of assumptions.
cultures.
Per some feedback and
comments I received last
year during our Forces of
Nature unit of study, I
needed to address some
preconceived notions
students had of cultures
outside the U.S. Students
read several articles
regarding the 2004
Indonesian tsunami.
Some students made
inappropriate
comments/answered
questions
inappropriately, stating
that the reason so many
died was because they
were unintelligent,
backwards, and
unfortunately, in one
case, one student claimed
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
EL kids struggle with
things such as SVO vs.
SOV languages, and it can
be difficult for them to
identify parts of speech).
Culturally speaking, our
curriculum includes
works from women,
minorities, and discusses
things such as poverty,
divorce, and death. While
teaching lessons, I
remind students that
everyone’s experiences
are different, and I will
try to make a point of
saying, “I understand
what this character is
going through because I
—” or “It might be
difficult to understand
this character’s
motivations if you
haven’t experienced it
yourself.”
Not only does this allow
me to identify how some
students (and even
myself) can be biased
about a work, it is an
exercise in developing
empathy, a sense of
community
responsibility, and social
awareness through self-
appraisal and desire to
learn more about the
diversity within my
classroom
Integrating Innovating
that they died as
punishment for not being
Christian.
This year I placed more
emphasis on the
scientific aspects of why
so many lives were lost,
and made sure students
had a clearer picture of
the victims not as
faceless numbers, but
mean, women, and
children who struggled in
the face of disaster. We
discussed how some
countries do not have the
resources or speed in
communication that we
do, and the lack of
technology and resources
does not make people
less intelligent.
We also discussed how a
disaster like this could
happen in California, and
that natural disasters to
not differentiate between
victims based on their
religious beliefs. This was
a difficult subject to
broach, and I was
prepared to speak with
individual students based
on the issue from the
previous year, but I feel
focusing the lessons
more on the PEOPLE
rather than the region
helped students
empathize with the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

(9/25/18) victims on a deeper level.

(11/2/19)

Similar to last semester’s

need to be culturally
sensitive, this semester
sees a shift in focus to
issues arising from the
current COVID-19. This
includes addressing any
concerns with
misinformation
regarding the virus.
During a recent lesson
the chat pod needed to
be removed due to
inappropriate comments
regarding the virus (after
I coughed on camera a
student made a comment
that I was infected).

(3/24/20)
Communicates learning Establishes and shares Establishes and communicates Establishes and Establishes and
objectives for a single learning goals for skill to students clear learning goals articulates learning goals articulates
lesson to students based development with for content that are accessible, to students that integrate comprehensive short-
on content standards students in single lessons challenging, and differentiated content standards with term and long-term
4.2 Establishing and
and available and sequence of lessons. to address students’ diverse students’ strengths, learning goals for
articulating goals
curriculum. learning needs. interests, and learning students. Assists
for student learning
needs. students to articulate
and monitor learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
At the beginning of each
lesson, I share a slide that
includes our learning
goals for the day (for
example: By the end of
today’s lesson, students
will be able to identify
the difference between
simile and metaphor).
Goals are presented at
the beginning of the
lesson, and then
reviewed at the end. The
goals presented give
students a clear
expectation of what they
are to accomplish based
on the skills they are
learning within a unit.
(9/25/18)
I have continued with
this throughout the
schoolyear without
having many
opportunities to
differentiate as much as I
would like. I would say I
have stayed about the
same but have an idea of
how I would like to
further differentiate my
instruction next year.
(5/5/2019)
4.3 Developing and Uses available Begins to plan
sequencing long- curriculum for daily, curriculum units that
term and short-term short- and long-term include a series of
instructional plans plans. connected lessons and
Applying
This year we are offering
quiz/test corrections for
students to earn back partial
credit (up to full credit for
written essay responses, and
50% credit back for multiple
choice corrections).
The instructions for these
corrections opportunities are
clearly stated in the template
we provide, but the students
will often not follow these
instructions in hopes of getting
easy points back. I will return
incomplete templates back to
students and offer to work with
them one-on-one in my virtual
classroom to show they how to
read the directions, identify the
expectations I have for them,
what their ultimate goal for the
corrections is, and how to
break down the instructions
into smaller/more manageable
tasks.
(11/2/19)
Establishes short- and long-
term curriculum plans for
subject matter concepts and
essential related academic
Integrating Innovating
This year, as I am
completing progress
monitoring meetings, I
am taking more detailed
notes and gathering
information from other
content area teachers to
best identify what steps a
student needs to take in
that course (specifically
English) to be successful.
These notes from
progress monitoring
meetings are sent to both
the student and
caretaker to facilitate
learning goals during
biweekly homeroom
check-in calls.
(3/24/20)
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of
integrations of curriculum, content
curriculum guidelines, standards, and assess
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

are linked to long-term
planning to support
student learning.
to support student
learning
language and formats that
support student learning.
frameworks, and learning needs to design
assessed instructional cohesive and
needs to ensure student comprehensive long- and
learning. short-term instructional
plans that ensure high
levels of learning.

Our curriculum within my
school has been provided to
teachers and allows for
little flexibility as far as the
day-to-day lessons that
students complete during
their independent study
work.
We are provided with a
planner for the entire
semester, which outlines
what lessons should be
completed each day.
Teachers are responsible
for developing their own
lecture materials based on
what is being covered
through the Pearson
Online/Connexus
interfaces. I use these
materials when developing
my PowerPoint
presentations for each
week.
I would like to learn how to
better assimilate the
provided curriculum into
my lessons, while also
making the lessons more
personalized, engaging, and
relevant.
(9/25/18)
While working within my Our current (quarter 3) SMART
PLC and my team- goal for our students is for 70%
teaching cohort we have of them to have their Unit 2
been able to streamline persuasive essay completed in
individual lessons within time for the mid semester
the larger scheme of deadline (4/20/2020). This
units throughout the short-time (one-quarter)
school year. Instead of deadline is encourages to help
working individually we students maintain an
are making sure to all be appropriate work pace in the
on the same lesson of the independent study program.
same unit with each This helps us to better
lecture. determine how appropriate
and realistic certain works
(5/5/2019) expectations are to adjust as
needed for the next
instructional year).
I have no had as much
growth in this area as I (3/24/20)
would like. I work within
the confines of a strictly
formatted school-
provided curriculum, so
there is not as much
flexibility as I would like.
My PLC and I area team-
teaching year and using
the same materials as
last year, but we have
been told we are rolling
out a new online system
and curriculum for the
2020-2021 school year
that will provide teachers
with more opportunities
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

to modify the provided
curriculum.

(11/2/19)
Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies single lessons or instructional strategies into wide range of strategies incorporating a
suggested by curriculum sequence of lessons that ongoing planning that to address learning styles repertoire of strategies
guidelines. respond to students’ addresses culturally responsive and meet students’ specifically meet
diverse learning needs. pedagogy, students’ diverse assessed language and students’ diverse
4.4 Planning language, and learning needs learning needs. Provides language and learning
instruction that and styles. appropriate support and needs and styles to
incorporates challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about Uses assessments of students’
strategies to meet content, learning, and students’ diverse learning and language needs to Integrates results from a Facilitates opportunities
the learning needs language needs through learning and language inform planning differentiated broad range of for students to reflect on
of all students data provided by the site needs beyond basic data. instruction. assessments into their learning and the
and district. planning to meet impact of instructional
students’ diverse strategies to meet their
learning and language learning and language
needs. needs.

I base all my instruction Students who require

on the materials that are differentiated instruction do
provided to teachers in not always benefit from the
Connexus through same instructional strategies as
Pearson Online Learning. their peers. When I reach out to
These resources are in a students to conduct 1:1
virtual library, and curriculum-based assessment
presented to students, calls, I will refer to their
families, and teachers in assessments and interview
a virtual interface that them to determine what could
allows for easy be keeping them from being
navigation and clear successful with their lessons.
instruction.
Many times, students are not
The content is also making use of all the resources
identified by what state that are made available. I will
standards it meets. I walk them through where to
would like to learn how find these resources. I will also
to use more of the tools ask questions to assess their
offered in the virtual learning style (visual, auditory,
library (including kinesthetic, etc.). While our
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

embedding video and strictly online format does
utilizing breakout make it difficult to make sure
sessions) within my tactile/kinesthetic learner
lessons to enrich student needs are met, I can help
learning. (9/25/18) students find appropriate
activities they can do at home.

Most commonly, I find that

even though students are in our
online school, they are not
always tech savvy. When I
make suggestions for students
to use certain applications and
they are not familiar with them,
I will spend time walking
through the application with
them via screenshare in my
virtual classroom and provide
them with video link tutorials
to refer back to.

(11/2/19)

I continue to support students

by working with IEP case
managers to ensure that
student
accommodations/modifications
are appropriate based on their
specific needs. This is done in
our program by filling out a
Google form with information
about the specific class, and it
allows the case manager to
more easily identify areas of
need.

(3/24/20)
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to differentiate adjustments to a wide range of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
curriculum provided. lessons or sequences of
lessons to address
students’ learning needs.
and curricular
materials to meet
the assessed
learning needs of all
students.
I often review my online
gradebook and set it to look
at the lowest average scores
within a unit to better
understand areas of
difficulty that might require
more scaffolding or
differentiation.
For example, in a lesson I
saw many students
struggling with the concept
of adverbs and prepositions,
and how a preposition can
also be an adverb. Seeing
many students struggling
with this within the
assessments, I included it in
a following lesson (“Get
inside!” vs. “Get inside the
house!”).
I would like to learn how to
better use assessments to
predict possible issues and
analyze students needs
earlier within a lesson.
(9/25/18)
Applying
instructional plans. Uses
culturally responsive pedagogy
and additional materials to
support students’ diverse
learning needs.
Recently we had a family
transfer into our program with
unique religious exemptions for
the content the students are
allowed to read. For example,
the daughter was not allowed
to read The Odyssey due to the
presence of Greek gods, nor
could she read Animal Farm
due talking animals. I
collaborated with my
department chair and PLC to
find culturally and religiously
appropriate materials that
would still allow the student to
meet state standards for
content.
(5/5/2019)
Integrating
instructional plans and
uses a variety of
materials as the
instructional needs arises
to support student
learning.
While our program does
not always allow for the
flexibility, I would like to
make changes in
curriculum, there are
some work arounds. One
student this year has a
phobia of dogs and did
not want to read the
assigned novel The Call
of the Wild. With
permission from my
department chair, I
assigned her an alternate
reading that was
approved as part of the
school curriculum (To
Kill a Mockingbird) and
created Google Form
versions of assessments
for the student to
complete, as the
provided virtual
lessons/assessments
within the school
program did not have
options for the new
novel.
(11/2/19)
Innovating
adaptations to lessons
based on in depth
analysis of individual
student needs.
Engages with students to
identify types of
adjustments in
instruction that best
meet their learning
goals.
Concerning the current
COVID-19 crisis, our
school administration is
calling upon teachers to
work within their PLCs
to come to reasonable
adjustments to our
curriculum, including
dropping a unit and
removing a test to allow
students to adjust to the
“new normal” their lives
have become. Students
will be given the
opportunity at a later
LiveLesson to vote on
whether they want to
complete the tests or
writing portfolios for our
remaining units.
(3/24/20)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students