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

Element Emerging Exploring Applying Integrating Innovating

4.1 Using Plans daily lessons Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
knowledge of using sequences of lessons instruction based on nstruction, which is instruction that provides
students' available curriculum using additional knowledge of student's based on broad knowledge systematic opportunities
and
academic assessment academic readiness, of students. Matches for supporting and
information from
readiness, district information on academic language, diverse resources and specific extending student
language and state-required student academic cultural backgrounds, and strategies to learning based on
proficiency, assessments. readiness, language, individual cognitive, social, students’ diverse learning comprehensive
cultural cultural background, emotional, and physical needs and cultural information on students.
background, and Is aware of the and individual development to meet their backgrounds.
individual impact of bias on development. individual needs. Engages students in the
development to learning. Planning addresses bias, analysis of bias,
plan instruction. Becomes aware of Examines potential stereotyping, and stereotyping, and
potential areas of sources of bias and assumptions about assumptions.
bias and seeks to stereotyping when cultures and members of
learn about planning lessons. Uses cultures.
culturally responsive culturally responsive
pedagogy. pedagogy in planning.

I apply my knowledge of students' Knowing where students

readiness and development to
differentiate my lessons for
instruction. Additionally, I apply
the knowledge of my student's
cultural background throughout
our PBL topics to my instruction.
Some of our PBL topics include
Identity, in which students share
about themselves.
Multiculturalism is an opportunity
for students to share their cultural
background(s) with the class.
7/30/23
As a school, we use the NWEA to
check where students come into
the school year. Through the
NWEA, I can see a student profile
are at will help set goals and
through technology, we can
track student progress and
develop a plan for
instruction. I use a variety
of resources, including
NWEA and quizzes. To do
quick assessments, I check
student progress through
Blooket, exit tickets, or
partner share. This will
inform me of whether to
spend more time on a topic,
move on, or provide small
group instruction.
Additionally, I adjust
 that specifies where students may curriculum and resources to
need more support. For example, things students are
my class came in with an overall interested ro can relate to.
lower school in geometry. This 6/30/24
lets me spend more time in this
area to support my students.
10/30/23

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
4.2 Establishing Communicates learning Establishes and Establishes and Establishes and Establishes and
and articulating objectives for a single shares learning goals communicates to students articulates learning articulates comprehensive
goals for student lesson to students based for skill development clear learning goals for goals to students that short-term and long-term
learning on content standards with students in content that are accessible, integrate content learning goals for
and available single lessons and challenging, and standards with students. Assists
curriculum. sequence of lessons. differentiated to students’ strengths, students to articulate
address students’ diverse interests, and learning and monitor learning
learning needs. needs. goals.

I implement “I can I have math standards that I present learning goals

statements” for the I can statements in my for my students with
standards within our classroom. Even so, a goal math statements. I also
units. They are displayed is to practice reviewing front load with academic
on our whiteboard for these goals every week. In vocabulary and expected
every subject. However, I doing so, students will learning practices
would like students to know what they will learn through my anchor
review more frequently to and their expectations for
charts. Students
clarify the goal.7/30/23 the week. 10/30/23
reference and make
connections to the
anchor charts throughout
the unit. By the end of a
unit we review the
anchor chart to reflect
how much students have
learned. 6/30/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
4.3 Developing Uses available Begins to plan Establishes short- and Refines sequence of Utilizes extensive
and sequencing curriculum for daily, curriculum units that long-term curriculum long-term plans to knowledge of curriculum,
long term and short- and long-term include a series of plans for subject reflect integrations of content standards and
short-term plans. connected lessons and matter concepts and curriculum assess learning needs to
instructional plans are linked to essential related guidelines,framewor design cohesive and
to support student long-term planning to academic language ks, and assessed comprehensive long- and
learning support student and formats that instructional needs short-term instructional
learning. support student to ensure student plans that ensure high
learning. learning. levels of learning.

I use the curriculum to
create units for subjects. I
plan lessons and related
material that will be used to
support understanding and
activities. In addition, I
gather academic vocabulary
necessary to frontload
students and expose them to
the upcoming vocabulary. I
set a goal based on
standards of what students
are to accomplish at the end
of the unit. 7/30/23
With an overview I created I create a plan with short
for the year for every and long term goals
subject, I am able to beginning with a year
designate a timeframe overview. I have targets of
every month. Additionally, where I want students to
I then break each month
be at a given point in the
into weekly parts and year. Additionally, I break
designate lessons for the
those goals into weekly
week. For units, I break
blocks. This is when I
down the lessons but I
designate specific learning
begin by frontloading with
goals for the week and
chants and anchor charts.
potentially adjust my
10/30/23
instruction to support
students. I implement
technology to monitor
student progress through
tracking and assessments.

6/30/24

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
4.4 Planning Plans instruction Select strategies for
instruction that that incorporates single lessons or
incorporates strategies sequence of lessons that
appropriate suggested by respond to students’
strategies to meet curriculum diverse learning needs.
the learning needs of guidelines.
all students Seeks to learn about
Is aware of student
students’ diverse learning
content, learning,
and language needs
and language needs
beyond basic data.
through data
provided by the site
and district.
I select strategies,
specifically hands on
activities that support
students learning needs. For
example, during math I use
hands on activities,
manipulatives, and
whiteboards for a lesson. I
then assign activities based
on student learning needs. A
student that may be working
on math facts with have an
activity to practice. On the
other hand, a student that is
ready to practice place value
activities works on sorting
numbers in their correct
place value. 7/30/23
Incorporates differentiated
instructional strategies
into ongoing planning
that addresses culturally
responsive pedagogy,
students’ diverse
language, and learning
needs and styles.
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.
For math, manipulatives are
the best way to model
concepts and practices for
my students. I use magnets
to show different number
bonds for my students and
how to use that information
to create addition and
subtraction sentences. I then
use those same
manipulatives to represent
quantities for place value.
For example, I use green for
ones, blue for tens, and red
for hundreds. 10/30/23
Plans instruction using a wide
range of strategies to address
learning styles and meet
students’ assessed language
and learning needs. Provides
appropriate support and
challenges for students.
Integrates results from a
broad range of assessments
into
planning to meet
students’ diverse learning
and language needs.
Plans instruction
incorporating a
repertoire of strategies
specifically meet
students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to meet
their learning and language
needs.
I use technology to introduce
videos and images, including
songs, to incorporate a visual
and more engaging component
to learning. I also add
interactive activities such as
phonics practice through
slides or math games to
practice math facts. All are
great resources that allow me
to support and advance the
learning needs of my students.
I also include hands-on and
partner activities to support
specific skills for students
through math centers.
6/30/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating

4.5 Adapting Implements lessons Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
instructional plans and uses materials and materials in single adaptations to differentiate adjustments to wide range of
and curricular from curriculum lessons or sequences of instructional plans. Uses instructional plans and adaptations to lessons
materials to meet the provided. lessons to address culturally responsive pedagogy uses a variety of based on in depth
assessed learning students’ learning and additional materials to materials as the analysis of individual
needs of all students. needs. support students’ diverse instructional needs arises student needs.
learning needs. to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.

I use my school curriculum to I participate in professional

guide my instruction and meet the learning to make innovative
standards. In addition, I learning practices and
differentiate my instruction to
technology. An example is
support students. I adapt activities
my recent training in the
to support students that may need
more time, while providing more science of reading in which I
challenging activities to those who gathered different
are ready to move on. In addition, I strategies to adapt
create hands on centers, in which instruction for phonics. I
students can work on a variety of also got phonics slides and
skills according to their diverse presented them on a daily
learning needs. 7/30/23 basis. These adjustments
I adapt my teaching to the needs of
were made to support my
my students. For example, a
students as they have
student may be ready for 3-digit
addition while another may still shown an area of need.
need to practice 2-digit addition. I 6/30/24
give students access to what they
need in order for my students to be
supported or
challenged.10/30/23