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 instruction based on instruction, which is based instruction that provides
information from district using additional knowledge of students’ on broad knowledge of systematic opportunities
and state required assessment information academic readiness, students. Matches for supporting and
assessments. on student academic academic language, resources and speciHic extending student learning
readiness, language, diverse cultural strategies to students’ based on comprehensive
4.1 Using knowledge Is aware of impact of bias cultural background, backgrounds, and diverse learning needs information on students.
of students’ academic on learning. and individual individual cognitive, and cultural backgrounds.
readiness, language development. social, emotional, and
proEiciency, cultural physical development to
background, and Becomes aware of meet their individual Planning addresses bias,
individual potential areas of bias needs. stereotyping, and Engages students in the
development to plan and seeks to learn about Examines potential assumptions about analysis of bias,
instruction. culturally responsive sources of bias and cultures an members of stereotyping, and
pedagogy. 7/17/22 stereotyping when cultures. assumptions.
planning lessons. Uses
culturally responsive
pedagogy in planning.
12/11/22

I acknowledge the I provide this reading

background and survey to students to
development of students determine student
when designing attitudes towards reading.
assignments, especially This information helps me
ones that may be determine students social-
completed at home. I emotional needs and gives
recognize that not all insight into how students
students may have consider themselves as
Evidence
family support at home readers. For students who
and strive to remain don't enjoy reading, I am
equitable. able to conference with
them individually and try
I use my best knowledge to help foster a love for
of cultural sensitivities reading by providing book
when presenting suggestions, reading
curriculum. 7/17/22 support, etc. 12/11/22
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 articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
4.2 Establishing and on content standards and students in single content that are standards with students’ goals for students. Assists
articulating goals for available curriculum. lessons and sequence of accessible, challenging, strengths, interests, and students to articulate and
student learning lessons. 7/17/22 and differentiated to learning needs. monitor learning goals.
address students’ diverse
learning needs. 11/6/22

I discuss learning goals Prior to a math chapter, I

with my students prior review the learning goals
to beginning the lesson of the chapter and
and have goals for each evaluate students
unit posted on the board informally on what they
for students to may already know. This
understand why we are helps frontload academic
learning the content. I vocabulary for the chapter
can improve in the ways and allows me to
I differentiate content to differentiate my
address student needs. instruction. For example,
7/17/22 instead of having my
higher-level students or
GATE population review
lessons that they already
Evidence
have competency in, I am
able to assign them with
challenge problems that
deepen their thinking.
12/11/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan Establishes short- and ReHines sequence of long- Utilizes extensive
for daily, short- and long- curriculum units that long-term curriculum term plans to reHlect knowledge of curriculum,
4.3 Developing and term plans. include a series of plans for subject matter integrations of curriculum content standards, and
sequencing long-term connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
and short-term are linked to long-term related academic language and assessed instructional design cohesive and
instructional plans to planning to support and formats that support needs to ensure student comprehensive long- and
support student student learning. student learning. 11/6/22 learning. short-term instructional
learning 7/17/22 plans that ensure high
levels of learning.

I use English Language I work with my GATE

Arts units that have student population to set
lessons which build goals for their learning.
upon each other. In We use this Goal-Setting
addition, I use the Form to plan speciHic goals
literature to connect in academic, social-
with a writing lesson or emotional, and
project. 7/17/22 metacognitive
areas. 12/11/22

Evidence
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies speciHically
guidelines. respond to students’ into ongoing planning that and meet students’ meet students’ diverse
diverse learning needs. addresses culturally assessed language and language and learning
4.4 Planning
Is aware of student responsive pedagogy, learning needs. Provides needs and styles to
instruction that
content, learning, and Seeks to learn about students’ diverse appropriate support and advance learning for all.
incorporates
language needs through students’ diverse language, and learning challenges for students.
appropriate
data provided by the site learning and language needs and styles. Facilitates opportunities
strategies to meet the
and district. needs beyond basic data. Integrates results from a for students to reHlect on
learning needs of all
7/17/22 12/11/22 Uses assessments of broad range of their learning and the
students
students’ learning and assessments into planning impact of instructional
language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. 5/5/23 needs. needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I use strategies within I teach my Gifted and
my lesson that provide Talented (GATE) students
support for lower level using many strategies that
students, which in turn encourage deep, critical
beneHits all students. I thinking. These students
use beyond just iReady are often done with work
data or test scores to early, so to provide an
understand student engaging and challenging
learning needs. I task that is not simply
collaborate with the extra work, I
special education assign a Genius Hour
teachers with students Presentation that allows
on a 504 or that have an them to research and
IEP to determine further present on something that
ways to meet needs of interests them. This is a
students. 7/17/22 great way for these GATE
students to apply their 4th
Evidence
I feel that I am still at the grade skills and also use
"exploring" level for this research and student-led
CSTP standard, however teaching to broaden their
I would like to increase learning on a topic of their
my proHiciency by choice. 5/5/23
incorporating number
talks into my
instruction. Number
talks prompt students'
metacognition skills and
prompt them to explain
their thinking. They
serve as quick checks for
teachers to see students'
learning
needs. 12/11/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from and materials in single adaptations to adjustments to wide range of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in
4.5 Adapting lessons to address plans. Uses culturally uses a variety of materials depth analysis of individual
instructional plans students’ learning needs. responsive pedagogy and as the instructional needs 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. 7/17/22 identify types of
needs of all students. 12/11/22 adjustments in instruction
that best meet their
learning goals.

I use what I know about

students and what I gather
from observations to
adjust my lessons as
necessary. I pull outside
resources to support
district curriculum if
students need additional
material and instruction
for understanding.
7/17/22

I meet with students in

Evidence
small groups throughout
the week during
instructional time. Each
group has a different
targeted learning goal
based on their speciHic
needs (vocabulary, Hluency,
comprehension,
enrichment,
etc). 12/11/22