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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge
background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic
development.9/26/21 individual cognitive, social, and cultural backgrounds. information on students.
readiness, language
5/3/22 emotional, and physical
proficiency, cultural
development to meet their
background, and
individual needs.
individual
Planning addresses bias,
development to plan
Is aware of impact of bias Examines potential stereotyping, and Engages students in the
instruction.
on learning. Becomes aware of sources of bias and assumptions about analysis of bias,
potential areas of bias and stereotyping when cultures an members of stereotyping, and
seeks to learn about planning lessons. Uses cultures. assumptions.
culturally responsive culturally responsive
pedagogy.9/26/21 pedagogy in planning.
5/3/22
I have my students take a
pre-assessment prior to
each unit. This assessment
has concepts that are
necessary for mastering
the new concepts. I use
this data to make
modifications for the
lessons on this unit.
Sometimes I need to make
adjustments and reteach a
concept they should have
mastered or to just add
practice on a concept they
may be struggling with.
9/21/21

My students take a
benchmark 4 times a year,
quarterly, created by
teachers who teach
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Algebra 2 in the district.
This helps us to
understand how our
students are doing district
wide and on each campus.
We are then able to share
the data and collaborate to
find strategies to better
teach concepts from
teachers that had more
success on particular
concepts. We use the
benchmarks to guide our
teaching because the
questions on the
assessments are the skills
the students need to
continue next year in
Pre-calculus. 5/3/22

Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.9/26/21
5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I change my “what, How
and Why” every day to
reflect our learning goals. I
start our class with the
students repeating these
goals and then have them
discuss with a partner
“how” they will
demonstrate their mastery.
9/26/21

The learning goals

(objectives) for each
section of a topic are
clearly stated at the
beginning of every set of
guided notes by topic,
along with the essential
question(s). On the first
day we take notes, I
discuss the learning goals
and essential question(s)
with the students. Each
day we are on the notes
after that I have the
students read the learning
goals to themselves and
ask them to repeat the goal
to their pair share partner.
Lastly, I ask the students to
rate themselves on an exit
ticket following
completion of the notes on
their mastery of the
learning goals. 5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning.9/26/21 and formats that support needs to ensure student comprehensive long- and
instructional plans to
5/3/22 student learning. learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.

Our team of teachers share

any and all resources they
have on any particular class. I
create my pacing guide based
on the district site, but make
adjustments based on how
the lessons are going each
week. I use the pacing guide
to revise and revisit my old
pacing guides from prior
years. I then revisit and plan
for the following year.
9/26/21

I utilize my past classroom

assignments on google
classroom, as well as my
current and old pacing guides
to make adjustments for the
current classes lessons. All of
my assignments. quizzes and
assessments have past
concepts in them to help
students continue to practice
and master the concepts. I
encourage students to
reassess on concepts they did
not master before the next
quiz, assessment or final
exam. I create a test analysis
with practice questions and
embedded videos for students
to use in order to take the
reassessment. 5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning
students’ diverse language, learning needs. Provides needs and styles to
instruction that
and learning needs and appropriate support and advance learning for all.
incorporates
styles.9/26/21 challenges for students.
appropriate
Is aware of student Seeks to learn about 5/3/22 Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse learning Integrates results from a for students to reflect on
learning needs of all
language needs through and language needs Uses assessments of broad range of their learning and the
students
data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction.9/26/21 needs. needs.
5/3/22
I assign homework using
goformative. On the
goformative platform
there are varieties of tools
to administer a single
question for example,
there are multiple choice,
short responses, essays,
numeric response, record
video, record voice, upload
a picture, etc. For the
homework assignments I
changed up the type of
questions I require the
students to complete. I
usually use about 4
different question types
for the students to
complete such as multiple
choice, true or false, video,
or show your work. The
different variety of
question types allows the
students to be exposed if
they do not understand.
9/26/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I assign homework using
our digital textbook which
has many resources to
assist students to
understand how to solve
the problems. It also has a
variety of ways in which it
asks the questions, which
exposes the students to a
diverse way of
learning.5/3/22

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs.9/26/21 identify types of
needs of all students. 5/3/22 adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Each new chapter students
are expected to have prior
knowledge coming into the
unit. However, in many cases
my students have not
developed the prior
knowledge, thus I create a
bridging lesson. For example,
my students are to solve a
system of linear equations,
but they are required to know
how to combine like terms,
isolating a variable, and
substitution. I would create a
mini lesson or a warmup that
provides these practices.
Depending on how they
perform, I either provide
some practice or a full lesson
for them. If students are
having difficulty, I would find
additional resources on
youtube, khan academy, or
edpuzzles for them to learn at
their own time. These
resources will extend their
idea of the learning goals as
well. 9/26/21

Students are self-assessing

class practice problems on
their own. Once they do the
practice I portray the answers
on a smart tv and ask them to
self-assess and rate
themselves on their mastery
of the learning goals. I collect
the practice and analyze the
practice to assist me to find
the concepts students are
struggling with. I then plan
future instructions to include
the concepts students have
not mastered. I give
individual feedback on each
practice sheet to students
explaining how to get the
correct answer. 5/3/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students