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 instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
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, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and 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 plan lessons keeping in When planning

mind that some of my instruction, I always
students need ensure that students who
instructions repeated for finish their work quickly
them, hands-on lessons, have something to work
and one-on-one on after they’re done. I
instruction. I try to pair also give extra time for
up students who can students who need it and
assist each other or work walk around the room to
well together. 7/16/23 monitor student learning.
12/9/23
I challenge myself to be When teaching, I have
more educated on the students repeat
students’ various cultural information back to me to
backgrounds and relate ensure that everyone has
material to their heard my instructions
experiences. 7/16/23 several times. I have
several students with
ADHD that need
information repeated
over and over for them to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

hear and comprehend
what I am teaching them.
4/29/24

I have regular
conversations about
treating everyone with
kindness even if they are
different from them.
12/9/23

I often celebrate cultures

and encourage students
to share about the culture
they grew up in. I remind
them to be mindful and
respectful. 4/29/24
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for 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.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I communicate clearly to
my third grade students
the importance of
learning all of their times
tables. I lay out for them
the numbers they need to
memorize and help them
work through numbers 1-
12 throughout the year.
Some students benefit
from using a helpful
story/picture book, some
learn from singing songs,
some benefit from
quizzing each other with
flash cards, while others
learn better by using a
multiplication chart. I
leave room for students
to find what works best
for them. 7/16/23
Uses available curriculum Begins to plan curriculum Establishes short- and
for daily, short- and long- units that include a series long-term curriculum
4.3 Developing and term plans. of connected lessons and plans for subject matter
sequencing long- are linked to long-term concepts and essential
term and short-term planning to support related academic
instructional plans to student learning. language and formats
support student that support student
learning learning.
Integrating Innovating
One of the resources I use
in my classroom is
“Handbook for Learning”
which is the first book I
use with each of my
reading groups. This book
reviews the foundations
of reading and phonics
principles that were
learned in 1st grade. It
also helps me establish
reading goals for the
students and identify
areas of struggle. It acts
as a reading placement
test. 11/5/23
I give “challenge”
worksheets to students
who want to work on
extra math when they are
finished early. I also
challenge students to
read to a certain page
number I their books to
encourage them to read
more. They will also set a
page number goal for
themselves. 4/29/24
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
When I lesson plan, I
connect the lessons to
each other and prep
activities that will aid in
reinforcing concepts. For
example, when we were
learning about Abraham
Lincoln in history, I had a
writing project and art
project planned for the
week that would support
the content. Students
grew excited for the
upcoming lessons as
learning about Abraham
Lincoln became an
adventure for them.
Instead of flying through
the chapter, I spread the
material into several
lessons. 7/16/23
Plans instruction that Selects strategies for
incorporates strategies single lessons or
4.4 Planning suggested by curriculum sequence of lessons that
instruction that guidelines. respond to students’
incorporates diverse learning needs.
appropriate
strategies to meet
the learning needs of
all students Is aware of student Seeks to learn about
content, learning, and students’ diverse learning
language needs through and language needs
Applying Integrating Innovating
When lesson planning, I When lesson planning, I
plan for a week of lessons ensure that students have
and write bullet-points adequate time to master a
for the main concepts we concept before taking a
will be covering. I have test. I fit time into my
plans for what activities lessons for review so they
we will be completing, continue to master the
but I use the teacher material that we learned
planning book when I’m previously. 4/29/24
teaching the lesson to
make sure I am using
correct academic terms
and using key vocabulary.
11/5/23
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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction.
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
needs.

One strategy I used for I reteach concepts in the
students who struggled form of a mini lesson at
with testing was sending the beginning of our math
out study guides at the time if I notice that
beginning of the week so particular students are
students could start struggling to understand.
studying on Monday even I implement activities
if the test was on Friday. that reinforce the new
7/16/23 concepts and give
students the opportunity
I closely observe my to practice math skills
students when they are repeatedly. 12/10/23
reading, paying attention
to their fluency and After grading students’
reading level. This helps weekly tests, I note the
me assess what reading specific areas that
groups to place them in students are struggling in
and what books to assign and determine what to
to them. 7/16/23 rereview the following
week. 12/10/23
Students are placed into
reading groups based on
their reading levels. If a
student makes a lot of
progress, I will move
them up to another
group. I keep track of
where we are in books, I
grade students as I
observe them, and I also
use quarterly WPM tests.
4/29/24
I use my results from the
different reading
assessments to monitor
progress and determine
which groups the
students should be in.
4/29/24

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

Element Emerging Exploring Applying Integrating Innovating

their learning goals.

One of my students was When I first started this Every day, I have
reading at a 1st grade school year, I had students bring their
level when she came into students take their Bible worksheets to me after
my third grade class, and tests independently. I they’ve completed them,
I made adjustments to started noticing very low and I correct any
her tests and my scores on some of these incorrect answers with a
expectations for her in tests when I was grading marker. During this time,
the class. I never made them, and I realized that I quickly point out their
her read out loud in front some of the vocabulary mistakes and reteach the
of everyone because she was too advanced for concepts. 4/29/24
would get extreme some of my readers who
anxiety. I would work are a bit behind. I just My quick assessment of
one-on-one with her, help started reading the tests their understanding of
her read instructions for out loud to the whole the material helps me
tests, and give her class so that the students anticipate any difficulties
modified spelling lists. I who needed extra they may have in future
saw her slowly gain assistance could read lessons. When I check
confidence as the year along and give more their worksheets, it helps
went on because I accurate answers to the me know if I need to
supported as she grew in questions. 11/5/23 reteach any concepts.
these areas. 7/16/23 4/29/24