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
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of
instruction. on learning. potential areas of bias and
seeks to learn about
culturally responsive
pedagogy.
9/15/23
I review student data
from assessments such as
the NWEA MAP
assessment and the
CAASP test to determine
incoming 9th graders
reading and writing
abilities. I use a family
narrative as our first
writing assignment to
Evidence gain insight on my
students cultural
backgrounds. I also
assign and informative
essay in December where
students have the
opportunity to write
about a cultural tradition
to allow students to share
their backgrounds.
9/15/23
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.
3/17/24
I have scaffolded
assignments to help all
students be successful.
One of the advantages of
working in an online
environment is that I can
give students who need
some extra help that
assistance with no
attached stigma because
no other students will
ever know. One example
of that scaffolding is the
alternate assessment for
the Romeo and Juliet
Persuasive Essay.
3/17/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of lessons.
student learning 9/15/23
Since I teach at an online
school, the objectives for
each daily lesson are
embedded in the lessons.
I encourage students to
review those objectives at
the beginning of each
lesson. When I teach Live
Lessons, I consistently
review the learning
standards and objectives
at the beginning of each
lesson orally as well as in
writing and then review
them at the end.
Evidence 9/15/23
Applying Integrating Innovating
Establishes and Establishes and Establishes and
communicates to students articulates learning goals articulates
clear learning goals for to students that integrate comprehensive short-
content that are content standards with term and long-term
accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 3/17/24 learning goals.
This year I have been
working on including
lesson introduction pages
to my lesson to make sure
students have access to
additional resources that
will help them with their
lessons. Some of these
resources are on our
English 9 Message Board.
3/17/24
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 9/15/23
learning
The year starts with more
narrative writing
complete with coming of
age stories from various
cultures and then have
students transition to
more academic writing
and reading, including
reading Romeo and Juliet
by the end of the year. I
focus on trying to meet
the writing standard on
different essays
throughout the year,
building different types of
Evidence writing, in a logical order
so that students develop
the skills they need to
write literary analysis by
the end of the academic
year.
9/15/23I tr
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 curriculum content standards, and
concepts and essential guidelines, frameworks, assess learning needs to
related academic and assessed design cohesive and
language and formats that instructional needs to comprehensive long- and
support student learning. ensure student learning. short-term instructional
3/17/24 plans that ensure high
levels of learning.
I don’t have control of our
curriculum as I work for
an online school, but I can
help students make
connections between the
works we read. For
spring semester we focus
on The Odyssey for Unit 1
and move on to Romeo
and Juliet for Unit 2. I am
trying to help students
take what they learned
from Unit 1 and transfer it
to Unit 2 and beyond.
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
instruction that
incorporates
appropriate Is aware of student Seeks to learn about
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs
all students data provided by the site beyond basic data.
and district.
I try to scaffold
instruction using different
skills in the writing
process as well as in Live
Lessons. I need to look
for more opportunities
for students to work on
their oral language skills.
This could take place in
breakout room during
Live Lessons. I do check
for understanding during
Evidence Live Lessons using polls
and short answer
questions so that I can
adjust instruction as
needed.
9/15/23
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.
Integrates results from a Facilitates opportunities
Uses assessments of broad range of for students to reflect on
students’ learning and assessments into their learning and the
language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction.3/17/24 and language needs. learning and language
needs.
Even when teaching such
works as Shakespeare’s
Romeo and Juliet, I try to
be culturally responsive
to ensure all students
connect with the work
including using video
clips with actors from all
different backgrounds to
helps students see that
Shakespeare is for
everybody. It has also
been good to connect
students with resources
to help students
understand the play.
3/17/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Implements lessons and
uses materials from
curriculum provided.
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Evidence
Emerging Exploring
Begins to adapt plans and
materials in single lessons
or sequences of lessons to
address students’
learning needs.
9/15/23
I adjust Live Lessons and
lesson curriculum as
needed to meet students’
needs. During Live
Lessons I like to complete
informal assessments to
check for student
understanding. I then can
adjust my plans to meet
students’ needs. I have
added supports in the
past for students who
were struggling, such as
graphic organizers and
outlines with sentence
stems, if needed. As I
teach in a virtual
environment, it is easy to
reach out to students who
are behind and need some
extra one on one guidance
to complete an
assignment or lesson.
9/15/23
Applying Integrating Innovating
Makes adjustments and Makes ongoing Anticipates and plans for
adaptations to adjustments to a wide range of
differentiate instructional instructional plans and adaptations to lessons
plans. Uses culturally uses a variety of materials based on in depth
responsive pedagogy and as the instructional needs analysis of individual
additional materials to arises to support student student needs.
support students’ diverse learning.
learning needs. 3/17/24 Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
Even when teaching such
works as Shakespeare’s
Romeo and Juliet, I try to
be culturally responsive
to ensure all students
connect with the work
including using video
clips with actors from all
different backgrounds to
helps students see that
Shakespeare is for
everybody. It has also
been good to connect
students with resources
to help students
understand the play.
3/17/24