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 9/16/21
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias
instruction. on learning. Becomes aware of
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy. 9/16/21
9/16/21: I use the beginning
of the year assessment data
to help guide my lessons
throughout the rest of the
school year. For students
that score below grade level
at the beginning of the
school year, I have made
sure to watch their test/quiz
scores because I know the
assessment data is not
always accurate. I make sure
to give extra help to those
students while lessons are
being taught and provide
additional resources to
families if needed. Our staff
attended an anti-bias
training last year to help
guide us in the classroom.
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.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
May 2022: I make sure November 2022:
that I am informed on all I often do math and ELA
of my students and their centers and group students
together based off of their
families backgrounds. I
needs. For example, not
also make sure that I stay every group will meet with
up to date on what is me because some students
going on in the news. I do not need as much extra
have incorporated a lot of support as other students. I
SEL this past year into my have noticed by having these
lessons. If students are small groups, students are
not emotionally doing able to comprehend more
well, I make sure to check and ask the questions they
had. During centers I also
in with them or contact
provide students with both a
their families. technology component to
review a skill and a paper
form too.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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 9/16/21 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

9/16/21: Before teaching May 2022: Posted behind November 2022:

a lesson, I make sure my desk in the classroom Before we start the
students are aware of I have all of the concepts lesson for the week, or
what we are going to we are learning for the a new chapter, I always
learn. In my classroom I week. For social studies
tell students what we
have our goals for the and science, the concepts
week, so students are are the same for multiple
are going to be learning
able to reflect back on weeks since it is a about. Most of our
that. chapter. For ELA and curriculum has an
math, I also go over that essential question or a
with the students when main topic that the
we start a new lesson students have to either
each week. answer or know by the
end. We always make
sure to refer back to it
throughout the lesson,
so students understand
why they are learning
about it.

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
4.3 Developing and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
for daily, short- and long- units that include a series long-term curriculum
term plans. of connected lessons and plans for subject matter
sequencing long- are linked to long-term concepts and essential
term and short-term planning to support related academic
instructional plans to student learning. language and formats
support student that support student
learning learning. 9/16/21
9/16/21: Since this is my
2nd year in 4th grade, I
know a little bit better of
what the expectations are
for students from short
term to long term. I am
more aware of where
they should be at the
beginning of the year and
where they need to be at
the end of the year. While
we have short term
weekly assignments, we
also have long term
assignments because we
want to see them
progress over time. For
example, at the beginning
of the school year we give
students a cold write
without any instruction
and then we teach them
writing skills. At the end
of the year, we have them
do another year and we
are able to see their
growth.
Integrating Innovating
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. plans that ensure high
levels of learning.
May 2022: Since this our November 2022:
2nd year working together While working with my
as team, we look back at 4th grade team, we
our plans from last year work together to plan
to help us plan for what
big projects for some of
we are currently going.
We are currently ahead of
our curriculum units.
where we are last year, so For example, for social
we can see the areas we studies, we teach the
have improved in. We are content for about 3
constantly modifying weeks and then after
what we do because we the 3 weeks, the
have a new group of students work on a big
students. We also think project to wrap up
ahead of what would be everything they have
good to use for next year
learned. Since the
as well.
lessons go semi-fast
throughout the week,
we want to make sure
students truly
understand what was
taught by having them
work on a project.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
suggested by curriculum sequence of lessons that instructional strategies
guidelines. respond to students’ into ongoing planning
diverse learning needs. that addresses culturally
4.4 Planning responsive pedagogy,
instruction that students’ diverse
incorporates language, and learning
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning 9/16/21
the learning needs of language needs through and language needs
all students data provided by the site beyond basic data. Uses assessments of
and district. students’ learning and
language needs to inform
planning differentiated
instruction. 9/16/21
9/16/21: I use a variety
of strategies to help my
students learn in the
classroom. For example,
our 8 vocabulary words
we have this week,
students start off the
week filling in a chart
with: the word, definition,
picture, sentence, and
antonym/synonym. The
next day, students
complete a story using all
of the words. Each day in
class we also play a
Kahoot game for students
to review the definitions.
When we read our ELA
story throughout the
week, all of our
vocabulary words are in
there, so I ask students
what those words mean
while we are reading.
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.
May 2022: For students
that finish their work
early, I have provided a
list on the board of
activities the students can
complete. Students can
work on iReady, either on
their path or by playing
learning games. Students
can silently read or they
can pick another quiet
activity. Students will also
sometimes chose to do
their homework, and that
is a time for them to ask
me questions if they need
help.
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.
November 2022:
For social studies, when we
start each new lesson I
provide all of my students
with a worksheet that has all
vocabulary words for them
to write the definition to and
comprehension questions
for them to answer as they
read. After we read each
page together, we go back
and write down what the
vocabulary word means and
then after answer questions
that might be related to
what we read. Students also
underline in their book
where they found the
answer to the question. They
are able to use their notes
and book on their weekly
quiz.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single adaptations to
curriculum provided. lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
4.5 Adapting
students’ learning needs. responsive pedagogy and
instructional plans
additional materials to
and curricular
support students’ diverse
materials to meet the
learning needs. 9/16/21
assessed learning
needs of all students.
9/16/21: I am constantly
making adjustment to my
plans in order to fit the
needs of my students. I
noticed after the first
week that students
needed to focus a lot
more attention on their
vocabulary words, so I
made sure to emphasis
those words more
throughout the week. I
also noticed students
need to study more for
our math quiz, so I sent
him an optional extra
practice for them to
complete. I always keep
in mind all of my students
different needs.
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
May 2022: I try to always November 2022:
have students complete During our math lessons I
an informal assessment will walk around the
before we move on to the room and monitor my
next activity. For students to see if they are
example, in math, I understand the new skill
always have students that is being taught. If I
complete 1-3 problems notice they are not
by themselves after the understanding it, I make
lesson is taught to see if sure to provide one-on-
they understand the one support during that
concept. I go around the time. Sometimes I will
room and check off each assign 3 problems for
student before they can students to work on
move on to homework or independently as their
a quiet activity. exit ticket out to recess.
During this time I am able
to help the kids that I
noticed needed more help
during my direct
instruction time.