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,
language, cultural
4.1 Using knowledge background, and
of students’ academic individual development.
readiness, language 9/22/20
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias
instruction. on learning. 9/22/20 Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
I am aware of bias, but I I use my own individual
need to spend more time assessments to target
considering my own. I needs of individual
also need to become students. I create small
more culturally groups with this
responsive in my information. I also use
teaching. This is an area formative assessments
that I need to work on. during any whole-group
9/22/20 instruction to identify any
misconceptions or gaps in
knowledge. I use that
information to guide my
lesson planning. 9/22/20
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds. 9/21 3/22
physical development to
meet their individual
needs. 3/21
Planning addresses bias,
Examines potential stereotyping, and Engages students in the
sources of bias and assumptions about analysis of bias,
stereotyping when cultures an members of stereotyping, and
planning lessons. Uses cultures. 9/21 assumptions. 3/22
culturally responsive
pedagogy in planning.
3/21
Students are given I differentiate instruction I pull small groups to
differentiated materials. in reading, writing, and reteach concepts that
EL student is provided math to meet the students haven’t quite
with a graphic organizer, academic needs of my mastered. I provide
word bank, and visual students. I have small students with supports
supports like picture groups for reading, such as additional time,
cards. Student with writing, and math. I also sentence stems, visual
dyslexia is provided with consider the interests of models, think-pair-
a word bank of common students as well as their shares, and track
phrases and a triangular cultural background and progress to decide what
pen shaft that supports tie academic standards to steps to take next to
her grip. My student with topics that interest them. support students. 3/22
ADHD is given smaller 9/21
goals with frequent
breaks. 3/21 I learn about the students
in my class and their
family and cultural
background. I learn about
their family structures,
socioeconomic
background, and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

language proficiency. I am
sensitive to how each of
these details affects
student learning. 9/21
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 9/22/20 3/21 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 9/21 learning goals. 3/22

I have established goals At the introduction of
for each lesson and unit each lesson, I may
of study. I share the goal introduce the objective
of each lesson with my for that day's lesson. I do
students before we begin. not always explain the
I explain to them what we purpose of the lesson in
are learning and then we the broader picture. I
discuss why this skill is rarely discuss the related
important. I do this long-term learning goals
during my whole-group of a series of lessons, or
lessons as well as my unit. Students are not
small-group lessons. encouraged to monitor
9/22/20 their long-term goals or
progress. 3/21
I verbally explain the I let students use visual
student goals for each models, manipulatives,
lesson. I connect the provide language
student goal with supports and allow for
previous goals that were student discussions in
met.. The goals are think-pair-share and
differentiated to meet the partner talks. 03/22
needs of each student.
9/21 I extend and deepen
student understanding
for students that have
shown mastery.
I use frequent
assessments to inform my
lesson planning to meet
student need. In reading,
my assessments allow me
to see what each student
needs. 03/22

I use monthly
assessments to track
letter names/sounds,
phonemic awareness,
phonics skills, spelling
knowledge, and reading
levels. 03/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student 9/22/20
learning
I plan both long and
short-term goals. I build
my lessons so that my
students are building
knowledge and skills that
connect to the next unit of
study. My scope and
sequence for the year
ensures that I meet each
academic standard.
9/22/20
Applying Integrating Innovating
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. 3/21 learning. 9/21 plans that ensure high
levels of learning. 3/22
I include a long-term plan My scope and sequence is Units are based on
for each content area. The designed to meet the standards and backwards
plan is not only based on academic standards for planning. I set long-term
my grade level standards, my grade level. I follow a and short-term goals and
but also on the sequence that provides the amount of time that I
prerequisite knowledge students with learning would like students to
of my students. I use opportunities that build reach their goals by. I
assessments to guide my upon each other. I use create my units by
teaching and to adjust as frequent assessment to beginning with a
needed throughout the ensure that students are standards-based
year. In the short-term, I ready to progress to the assessment that shows
make adjustments as next step in the sequence. student understanding.
needed to ensure that 9/21 3/22
students are able to be
successful with the
material. 3/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning 9/22/20
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and Seeks to learn about
the learning needs of language needs through students’ diverse learning
all students data provided by the site and language needs
and district. beyond basic data.
9/22/20
I try to include strategies
that meet the needs of
each of my students. I use
auditory, visual, and
kinesthetic strategies. I
give visual aids as well. I
allow student discussions
to enable students to
make connections. I also
allow students draw or
write to express
understanding. 9/22/20
I use the assessment data
that I collect from my
students throughout the
year, along with my own
informal observations, to
learn about the needs of
my students. 9/22/20
Applying Integrating Innovating
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
needs and styles. 3/21 9/21 4/22
Uses assessments of Integrates results from a Facilitates opportunities
students’ learning and broad range of for students to reflect on
language needs to inform assessments into their learning and the
planning differentiated planning to meet impact of instructional
instruction. 3/21 students’ diverse learning strategies to meet their
and language needs. 9/21 learning and language
needs. 4/22
I use frequent I let students use visual I differentiate instruction 
assessments of students models, manipulatives, in reading, writing, and
to monitor phonemic provide language math to meet the
awareness and reading supports and allow for academic needs of my
level. I use this data to student discussions in students. I have small
plan and differentiate my think-pair-share and groups for reading,
small group instruction. partner talks. I extend writing, and math. I also
Each group that I meet and deepen student consider the interests of
with has a targeted focus understanding for students as well as their
that is based on the students that have shown cultural background and
assessment tools that I mastery. 9/21 tie academic standards to
use. 3/21 topics that interest them.
I use frequent 03/22
assessments to inform my
lesson planning to meet I learn about the students
student need. In reading, in my class and their
my assessments allow me family and cultural
to see what each student background. I learn about
needs. I use monthly their family structures,
assessments to track socioeconomic
letter names/sounds, background, and
phonemic awareness, language proficiency. I am
phonics skills, spelling sensitive to how each of
knowledge, and reading these details affects
levels. 9/21 student learning. 03/22
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 9/22/20 additional materials to instructional needs arises student needs. 04/22
and curricular support students’ diverse to support student
materials to meet the learning needs. 3/21 learning. 9/21 Engages with students to
assessed learning identify types of
needs of all students. adjustments in
instruction that best meet
their learning goals.
04/22

I create my own visual aid Students receive a variety
and graphic organizers to of accommodations that
address learning needs. I meet their needs and
provide my own language support their success.
supports like sentence These accommodations
stems. I find songs and include graphic
books outside of my organizers, picture
curriculum to expand vocabulary cards, word
understanding. 9/22/20 banks, sentence stems,
extra time, frequent
breaks, pencil grips, and
flexible seating
arrangements. 3/21
I pull small groups to I pull small groups to
reteach concepts that reteach concepts that
students haven’t quite students haven’t quite
mastered. I provide mastered. I provide
students with supports students with supports
such as additional time, such as additional time,
sentence stems, visual sentence stems, visual
models, think-pair- models, think-pair-
shares, and track shares, and track
progress to decide what progress to decide what
steps to take next to steps to take next to
support students. 9/21 support students. 04/22