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
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual Planning addresses bias,
individual needs. stereotyping, and
development to plan Is aware of impact of bias Becomes aware of assumptions about Engages students in the
instruction. on learning. potential areas of bias Examines potential cultures an members of analysis of bias,
and seeks to learn about sources of bias and cultures. stereotyping, and
culturally responsive stereotyping when assumptions.
pedagogy. planning lessons. Uses
culturally responsive
pedagogy in planning.

We didn’t have a set ELA I have been planning I have begun to tailor my
curriculum at my school. whole standards-based resources to meet student
It is something that I have units for three needs by creating them
developed on my own last differentiated groups, myself. I have been using
year with help, which I which also includes a Chat GPT, which is really
then assess. As a result, I differentiated ELA skills an amazing resource for
am always seeking new groups and a teachers if used
resources to use, which differentiated reading responsibly. I can put in
we are not shy on. and listening center. This Lexile level, themes and
was something that my something almost usable
The reason I am here is co-teacher and I built up will be returned. I still
because a lot this this year. These lessons must add quotations and
documentation doesn’t are planned as whole emotions, as the AI
exist yet at my school, or units, rather than day to doesn’t do that well. For
we are just beginning to day or week to week. students, they now have
gather it. May 5, 2022 tailored resources and for
teachers I am not
What is most important spending hours writing
for my students to learn tailored stories for
as a result of language differentiated reading
and culture, is they must groups.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

be doing. The talk time
that most 3rd grade April, 2023
teacher get with their
students should not
exceed 10 minutes, and 6-
8 is probably best. I feel I
can’t exceed 2 minutes
without getting my
students some sort of
learning experience that
they do. I have not
studied this; it is just my
experience.
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 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
While I have seen the
power of this from my
colleagues, I have yet to
implement it beyond
review of learning
targets. We will hold goal
setting meetings this
month with students
surrounding NWEA-MAP
and WIDA data.
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans.
sequencing long-
term and short-term
instructional plans to
support student
learning
Exploring
I have established goals
with students at the
beginning of each year,
and these goals were
revisited several times
throughout the year as
part of our progress
monitoring process. Some
of the student goals
reflect their interests, but
the ELA goals all suggest,
“one year of growth,”
which is an area that can
be differentiated moving
forward.
May 5, 2022
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
Applying Integrating Innovating
Parents have become I have bridged our class
stakeholder in student learning goals in ELA
goal setting but being Common Core standards.
made clear of their What has helped me in
beginning of the year this undertaking is the
goals, involvement in sub-standards, which
progress monitoring and target specific goals and
adjustments to the action lend themselves well to
plan when the student is learning target.
not keeping up with
benchmark projections or Student have responded
progress checks. with greater
understanding not only of
December, 2022 their learning target but
how they will be
assessed.
April, 2023
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. learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I began to plan out units
last year, and this year we
have kept daily lesson
plans to achieve short
and long terms plans that
are uploaded to our
school’s Office 365
account. Within these
lesson plans we have
language targets and
learning targets outlining
how students will be
supported.
This is new growth for
me, but I love the quick
references I make daily to
the plans and the feeling
of full preparedness that
comes with it.
May 5, 2022
Plans instruction that Selects strategies for Incorporates
incorporates strategies single lessons or differentiated
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies
instruction that guidelines. respond to students’ into ongoing planning
incorporates diverse learning needs. that addresses culturally
appropriate responsive pedagogy,
strategies to meet students’ diverse
the learning needs of language, and learning
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning
language needs through and language needs Uses assessments of
Integrating Innovating
Each time I have done a
POP, there has been very
valuable reflection
associated. During my 2nd
semester POP Cylce, I put
an emphasis on more
interesting assessments
in reading, which led to
differentiation and choice
in assessments, guiding
me to UDL philosophy.
This semester, I
considered what we
learned about
computational thinking to
create a better process
for my students as they
research independently.
December, 2022
Plans instruction using a Plans instruction
wide range of strategies incorporating a
to address learning styles repertoire of strategies
and meet students’ specifically meet
assessed language and students’ diverse
learning needs. Provides language and learning
appropriate support and needs and styles to
challenges for students. advance learning for all.
Integrates results from a Facilitates opportunities
broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
data provided by the site beyond basic data.
and district.
I have gathered some idea
of what to expect from
each set of learning
through experience. I
know that each year, I
will have several very low
ELLs in each section; this
year it is more than usual.
So my antidotal evidence
works in conjunction
with assessment data. We
will use picture
sequences when teaching
new books, for examples,
and generally provide a
lot of visuals to help all
learners in our room,
particularly low ELLs.
I am not yet
differentiating this, which
likely doesn’t meet the
needs of high level ELLs.
4.5 Adapting Implements lessons and Begins to adapt plans and
instructional plans uses materials from materials in single
and curricular curriculum provided. lessons or sequences of
materials to meet the lessons to address
assessed learning students’ learning needs.
needs of all students.
Applying
students’ learning and
language needs to inform
planning differentiated
instruction.
I have begun to
differentiate virtually
everything in my class,
including instructional
strategies, as we have
moved to stations
teaching almost
exclusively, with
groupings based on
formal and informal
assessment data.
May 5, 2022
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Integrating Innovating
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
needs.
Teaching Socratic circles
to colleagues and using
Socratic circles in 4th
grade has given another
structure that allows
students to work
autonomously. The gift of
Socratics is that there is
not a need for
differentiated reading
structures or
homogeneous groupings.
The roles and group
nature of this structure
allows students to find
scaffolds within the
structure and work
independently.
April, 2023
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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

their learning goals.

I am here because out My more intentional, With a focus on

lessons begin adapted. whole unit planning as technology use this
We know that our allowed me to adapt semester, I have added
audience is ELLs and plan instructional materials more resources to the
this way by presenting for students on a unit traditional methods I had
materials with more basis. Sometimes used in the path. Key
visuals and making sure materials are adapted, amongst this is assessing
that key vocabulary is with times it is technology for its
understood and usable supplemented or entirely educational value and
for our students. different while still considering which
focusing on the same core student and skills a
I will need to start skill. particular resource can
making adaptions to May 5, 2022 address.
adaption to grow,
however. December, 2022