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 on instruction that provides
information from using additional knowledge of students’ broad knowledge of students. systematic opportunities
district and state assessment information academic readiness, Matches resources and specific for supporting and
required assessments. on student academic academic language, strategies to students’ diverse extending student
readiness, language, diverse cultural learning needs and cultural learning based on
4.1 Using
cultural background, backgrounds, and backgrounds. (7/13/23) and comprehensive
knowledge of
and individual individual cognitive, (12/1/23) (4/24/24) information on students.
students’ academic
development. social, emotional, and
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. Planning addresses bias,
individual
Is aware of impact of stereotyping, and assumptions Engages students in the
development to
bias on learning. Becomes aware of Examines potential about cultures and members of analysis of bias,
plan instruction.
potential areas of bias sources of bias and cultures. (7/13/23) and stereotyping, and
and seeks to learn about stereotyping when (12/1/23) (4/24/24) assumptions.
culturally responsive planning lessons. Uses
pedagogy. culturally responsive
pedagogy in planning.

In my planning, I consider my
students’ cultures, background
knowledge and interests that I
gathered by getting to know
my students and their families.
When considering materials I
try to look for any sterotyping
or bias, but this is an area
where I continually need to
learn and improve. (7/13/23)
and (12/1/23)

I have been working to find and

include books that are written
by authors from various
backgrounds and experiences.
(4/24/24)
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
objectives for a single learning goals for skill communicates to learning goals to students that articulates
lesson to students based development with students clear learning integrate content standards comprehensive short-
on content standards students in single goals for content that with students’ strengths, term and long-term
4.2 Establishing and
and available lessons and sequence of are accessible, interests, and learning needs. learning goals for
articulating goals
curriculum. lessons. challenging, and (12/1/23) (4/24/24) students. Assists
for student learning
differentiated to address students to articulate
students’ diverse and monitor learning
learning needs. goals.
(7/13/23)
I share the learning goal I make sure my students
with my students at the understand the learning goals
beginning of each and how those goals connect
lesson. I would like to with their prior learning
improve in meeting experiences.(12/1/23)
their diverse needs
particularly in regard to We use Nearpod everyday in
students who need to be our online LiveClasses. This
challenged. (7/13/23) allows me to continually assess
my students’ understanding
and adjust my instruction.
(4/24/24)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available Begins to plan Establishes short- and Refines sequence of long-term Utilizes extensive
curriculum for daily, curriculum units that long-term curriculum plans to reflect integrations of knowledge of
short- and long-term include a series of plans for subject matter curriculum guidelines, curriculum, content
4.3 Developing and plans. connected lessons and concepts and essential frameworks, and assessed standards, and assess
sequencing long- are linked to long-term related academic instructional needs to ensure learning needs to design
term and short- planning to support language and formats student learning. (7/13/23) cohesive and
term instructional student learning. that support student and (12/1/23) comprehensive long-
plans to support learning. and short-term
student learning instructional plans that
ensure high levels of
learning. (4/24/24)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
Our essential skills are broken
down by month to ensure that
these are all taught at the
appropriate time during the
school year. Next year will be a
little different, and we will
focus on a specific math skill
each day that follows our
curriculum. I often revise my
plans as necessary to meet the
needs of my students.
(7/13/23)
Innovating
This year I have gained
extensive knowledge of
the standards and am
able to plan short and
long-term goals to
ensure high-levels of
learning for my students
(4/24/24)

My learning goals for my

students address both short-
term and long-term learning.
We start at the beginning of the
year reviewing and practicing
with basic sentence structure
and punctuation so that as we
expand our writing and learn
different types of writing,
students’ basic writing skills
are developed and ready.
(12/1/23)

4.4 Planning Plans instruction that Selects strategies for Incorporates Plans instruction using a wide Plans instruction
instruction that incorporates strategies single lessons or differentiated range of strategies to address incorporating a
incorporates suggested by curriculum sequence of lessons that instructional strategies learning styles and meet repertoire of strategies
appropriate guidelines. respond to students’ into ongoing planning students’ assessed language specifically meet
strategies to meet diverse learning needs. that addresses culturally and learning needs. Provides students’ diverse
the learning needs responsive pedagogy, appropriate support and language and learning
of all students students’ diverse challenges for students. needs and styles to
language, and learning (12/1/23) (4/24/24) advance learning for all.
Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse (7/13/23) Integrates results from a broad Facilitates opportunities
language needs through learning and language range of assessments into for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
data provided by the site needs beyond basic Uses assessments of planning to meet students’ their learning and the
and district. data. students’ learning and diverse learning and language impact of instructional
language needs to needs. (12/1/23) (4/24/24) strategies to meet their
inform planning learning and language
differentiated needs.
instruction. (7/13/23)
Through our learning In creating our daily math
labs, I addressed the lessons, we now include in our
needs of specific Nearpods an optional problem
students who are and/or a challenge problem for
lacking prerequisite our students who need to be
skills. Students are challenged. (12/1/23)
given many
opportunities to practice I look at a range of student
oral skills during live assessments to help plan to
lessons and in small meet my students’ needs.
group instruction. I use (4/24/24)
our iReady assessments,
one-on-one
assessments, and
information gathered
through Nearpod
lessons and Classkick to
inform my planning.
(7/13/23)

4.5 Adapting Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing adjustments to Anticipates and plans for
instructional plans uses materials from and materials in single adaptations to instructional plans and uses a a wide range of
and curricular curriculum provided. lessons or sequences of differentiate variety of materials as the adaptations to lessons
materials to meet lessons to address instructional plans. Uses instructional needs arises to based on in depth
the assessed students’ learning culturally responsive support student learning. analysis of individual
learning needs of all needs. pedagogy and additional (7/13/23) and (12/1/23) student needs.
students. materials to support (4/24/24)
students’ diverse Engages with students
learning needs. to identify types of
adjustments in
instruction that best
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
meet their learning
goals.

I make adjustments to my live

lesson plans when an
assessment shows me that some
of the students did not
understand. I use different
strategies to check for
understanding during live
lessons. (7/13/23)

I determine before, during, and

after a lesson whether students
are making progress toward
learning goals. (12/1/23)

I created several Nearpod

lessons to use with my learning
lab students to help them in
their understanding of letter
blends and ensure their ability
to recognize and read words
with these blends. (4/24/24)