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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
4.1 Using knowledge language, cultural diverse cultural strategies to students’ learning based on
of students’ background, and backgrounds, and diverse learning needs and comprehensive
academic readiness, individual development. individual cognitive, cultural backgrounds. information on students.
language social, emotional, and 7/15/23 12/2/23 04/24/24
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias,
instruction. on learning. potential areas of bias Examines potential stereotyping, and
and seeks to learn about sources of bias and assumptions about Engages students in the
culturally responsive stereotyping when cultures and members of analysis of bias,
pedagogy. 7/15/23 planning lessons. Uses cultures. 12/2/23 stereotyping, and
culturally responsive assumptions. 04/24/24
pedagogy in planning.
I am working to become I plan differentiated I use reflective conversations
more aware of potential instruction using with my students to address
bias by participating in information from our and inform them about bias,
professional student database AERIES, stereotyping, and
assumptions. I work to keep
development provided student/parent surveys
current on research and
by my district on the completed at the start of
issues related to elementary
topic. I am currently the school year, and education, differentiated
learning more about assessment programs such instruction, and equity as it
Culturally Responsive as i-Ready (Math and pertains to my teaching
Teaching and how I can Reading), XTRA Math, and placement and student
integrate it into my BrainPOP ELL. Due to a demographic to improve
pedagogy. 7/15/23 large percentage of my my instruction and extend
students being English student learning. This can
Language Learners, I be seen in my portfolio in
incorporate the Guided JEIE Leadership, Research
Language Acquisition on Issues of Teacher
(GLAD) model and Leadership, and Leadership
Universal Design for Project sections. 04/24/24
Learning (UDL) into all of
my instruction. 7/15/23

When planning
instruction, I work to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
utilize technology to
enhance my knowledge of
students’ academic
readiness, language
proficiency, cultural
background, and
individual development.
For example, I use tools
such as Quizlet Flashcards
to check both my students
and my own academic
readiness, proficiency,
cultural backgrounds, and
individual development.
An example of a Quizlet
Flashcard set I created was
on the topic of the
Engineering Design
Process. 12/2/23
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 learning goals to students comprehensive short-term
lesson to students based development with students clear learning that integrate content and long-term learning
4.2 Establishing and on content standards and students in single lessons goals for content that are standards with students’ goals for students. Assists
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, strengths, interests, and students to articulate and
student learning and differentiated to learning needs. 12/2/23 monitor learning goals.
address students’ diverse 04/24/24
learning needs. 7/15/23

I have “I can statement” I communicate and make I work together with my

posted for all Math the learning goals explicit students to create
learning goals that are at the beginning of lessons personalized reading goals
continuously both orally and in writing. for each trimester based
acknowledged For example, in a math on their AR levels,
throughout the learning lesson plan about dividing including a long-term
unit and verbally decimals by whole trimester goal and short-
communicated at the numbers, I explicitly term weekly benchmarks.
beginning of each lesson. communicated learning Students are modeled and
At the beginning of all goals can be observed. taught how to monitor
ELA lessons, students are 12/2/23 their own goals with my
shown the lesson’s support and can share
learning goal, read it about their goals.
aloud chorally, and given 04/24/24
the opportunity to
examine it for
understanding, further
application, and
connection to previous
learning. I adapt and
adjust learning goals to
the appropriate level and
needs of students.
7/15/23
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- Utilizes extensive
curriculum for daily, curriculum units that long-term curriculum term plans to reflect knowledge of curriculum,
short- and long-term include a series of plans for subject matter integrations of curriculum content standards, and
4.3 Developing and
plans. connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
sequencing long-
are linked to long-term related academic and assessed instructional design cohesive and
term and short-term
planning to support language and formats needs to ensure student comprehensive long- and
instructional plans
student learning. that support student learning. short-term instructional
to support student
learning. plans that ensure high
learning
levels of learning. 7/15/23
12/2/23 04/24/24

I continue to do all listed

activities and actions as
recorded on 7/15/23 and
12/2/23. 04/24/24

I create short-term
instructional plans that
build into comprehensive
long-term instructional
units. For example,
students may complete
smaller figurative writing
and dialogue writing
activities that build into
their long-term goal of
using descriptive language
writing a narrative essay.
Another example is a State
Report that involves
technology, social studies,
writing, and reading
standards that sequences
smaller learning activities
that build into larger
goals. I ensure that all
content standards are
covered in the academic
year and distributed
appropriately. 7/15/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Reflective Conversation- I
utilize learning goals that
address both short-term
and long-term learning.
For instance, I shift
California Common Core
State Standards into “I
can” statements for
students that address
long-term learning in
units/chapters. Then, I
break these statements
into smaller objectives and
skills that can be
accomplished in single
stand-alone lessons.
12/2/23

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 specifically
guidelines. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
4.4 Planning
students’ diverse appropriate support and advance learning for all.
instruction that
language, and learning challenges for students. 04/24/24
incorporates
Is aware of student Seeks to learn about needs and styles. 12/2/23
appropriate
content, learning, and students’ diverse 7/15/23
strategies to meet
language needs through learning and language Integrates results from a Facilitates opportunities
the learning needs of
data provided by the site needs beyond basic data. Uses assessments of broad range of for students to reflect on
all students
and district. students’ learning and assessments into planning their learning and the
language needs to inform to meet students’ diverse impact of instructional
planning differentiated learning and language strategies to meet their
instruction. 7/15/23 needs. 12/2/23 04/24/24 learning and language
needs.

To address students’ Classroom Observation- I strategically plan

diverse language, and During instruction, I instruction and checks for
learning needs and provide students with understanding that
styles, I incorporate the many structured incorporate multiple
Guided Language opportunities to practice strategies during the
Acquisition (GLAD) oral language in the learning process so that
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
model and Universal classroom setting. For students with diverse
Design for Learning example, I utilize equity learning needs and styles
(UDL) into all of my sticks during formal can display their
instruction. 7/15/23 instruction to ensure all understanding. To add to
students have equal that, strategies chosen are
I utilize assessments to opportunity to respond reflective of the content
build scaffolding into and share. Additionally, and student needs so that
lessons to address gaps students are encouraged all students can engage
in students’ previous to “share and show” using with the material and
knowledge or areas of personal whiteboards reach mastery. 04/24/24
need. I also use it to during guided and
create small reading independent practice
groups with activities. To add to that,
differentiated activities students also participate in
to meet diverse student collaborative
needs. I reteach conversations during
prerequisite skills as instruction using the
needed. 7/15/23 “think-pair-share” or “turn
and talk” protocols. By
explicitly modeling and
practicing the “think-pair-
share” or “turn and talk”
protocols, students build
confidence in sharing
aloud with their peers.
12/2/23 04/24/24
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 plans and to lessons based on in
4.5 Adapting
lessons to address instructional plans. Uses uses a variety of materials depth analysis of
instructional plans
students’ learning needs. culturally responsive as the instructional needs individual student needs.
and curricular
pedagogy and additional arises to support student
materials to meet
materials to support learning. 12/2/23 Engages with students to
the assessed
students’ diverse 04/24/24 identify types of
learning needs of all
learning needs. 7/15/23 adjustments in instruction
students.
that best meet their
learning goals.

I adapt lessons to I continue to do all listed

differentiate instruction activities and actions as
by adding scaffolding recorded on 7/15/23 and
and supports for 12/2/23. 04/24/24
students with diverse
learning needs. This may To meet the assessed
include providing learning needs of all
sentence stems, multiple students, I adapt
concrete examples, and instructional plans and
graphic organizers to curriculum materials using
assist in structuring technology. For example, I
activities. I also have begun integrating
incorporate the Guided two assistive technologies
Language Acquisition into my classroom:
(GLAD) model and SnapType and
Universal Design for SentenceBuilder. An
Learning (UDL) into all assistive technology like
of my instruction. SnapType benefits
7/15/23 students with dysgraphia,
visual impairments, or
dyslexia by providing
typing, text-to-speech,
speech-to-text, and visual
enhancements for paper
worksheets. An app like
SentenceBuilder supports
this same group of
students and English
Learners by providing
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
explicit language support
and structures. 12/2/23