CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans daily lessons using
available curriculum and
information from district
and state required
assessments.
4.1 Using knowledge
of students’ academic
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias
instruction. on learning.
I plan the daily lessons
using the department
curriculum, the
Realidades textbook
series. This textbook is
aligned to the California
state standards for World
Languages. It is used at
our site and across our
school district. I am aware
Evidence of the impact of bias on
learning. NT
10/15/2023
Exploring Applying Integrating Innovating
Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
sequence of lessons using instruction based on instruction, which is instruction that provides
additional assessment knowledge of students’ based on broad systematic opportunities
information on student academic readiness, knowledge of students. for supporting and
academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
individual development. individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Becomes aware of Planning addresses bias, Engages students in the
potential areas of bias and Examines potential stereotyping, and analysis of bias,
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
I have learned about my
students’ needs in regard
to academic, language,
and cultural background
to the best of my ability. I
use this knowledge to
more effectively plan
lessons to meet their
needs. I attempt to be
culturally responsive and
to understand my
students and the
community. NT
03/24/2024
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 students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons 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.

I communicate our daily I post the learning goals

learning goal to students in a place where students
when we review our plan can refer to them and go
for the day. The daily back to them if needed. I
learning goals are aligned communicate to students
with the California state how the daily learning
standards for World goals are related to each
Language. NT other in a sequence and
10/15/2023 explain why we are doing
this. . NT 03/24/2024

Evidence
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
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
I use the Realidades
textbook curriculum to
plan daily, short-, and
long-term plans for
Spanish class. This is
aligned with California
state standards, our
district, and site. NT
10/15/2023
Evidence
Exploring Applying Integrating Innovating
Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
of connected lessons and plans for subject matter integrations of curriculum content standards, and
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
planning to support related academic and assessed design cohesive and
student learning. language and formats that instructional needs to comprehensive long- and
support student learning. ensure student learning. short-term instructional
plans that ensure high
levels of learning.
I began to use the
backwards planning
method in order to
sequence daily, short, and
long terms lessons that
support student learning.
NT 03/24/2024
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 incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I plan instruction that I have learned about

aligns with the California students’ unique learning
states standards using the needs as I have gotten to
curriculum of the know them, the
Realidades textbook community, and the
series. I am aware of school. I have begun to
students’ diverse needs consult with case
such as IEP, 504, and managers as needed to
English language learners. help incorporate
I use multiple modes of strategies to meet the
representation to deliver needs of all learners. NT
the content. NT 03/24/2024
Evidence 10/15/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I plan my lessons using I have begun to adapt my

the curriculum and lessons when I notice
materials provided by our gaps in learning in order
district, the Realidades to meet students’ learning
textbook series. NT needs. NT 03/24/2024
10/15/2023

Evidence