CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
4.1 Using knowledge of background, and individual
students’ academic development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of potential
instruction. on learning. areas of bias and seeks to
learn about culturally
responsive pedagogy.
The teacher would also
consider using funds of
knowledge and incorporate
into lessons. The teacher
strives to be aware of
biases and stereotypes from
their culture to create an
inclusive classroom.
Assessed July 2023
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language, diverse
cultural backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
Examines potential sources
of bias and stereotyping
when planning lessons.
Uses culturally responsive
pedagogy in planning.
The teacher plans
instruction using multiple
different approaches as
well as a variety of means
of representations, giving
opportunities to express
themselves through
writing, art, physical
activity, etc. Also, breaking
down the concepts,
providing basics, and
offering challenges could
help meet diverse learning
needs of the students.
Assessed July 2023
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student learning
strategies to students’ based on comprehensive
diverse learning needs and information on students.
cultural backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about cultures stereotyping, and
an members of cultures. assumptions.
1. Storynory: Storynory The teacher utilizes flexible
provides a collection of grouping among students
folktales and fairy tales from based on their readiness,
around the world, including interests, or learning styles
classic stories like "Aladdin
so that students can benefit
and the Magic Lamp" and
"The Little Mermaid."
from differentiated
2. World of Tales: This instruction.
website offers a diverse
selection of folktales and Assessed April 2024
fairy tales from various
cultures, making it an
excellent resource for
exploring different
traditions.
3. International Children's
Digital Library: This digital
library features a wide range
of international children's
stories, including folktales,
that are available for free
online reading.
Assessesd November 2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Exploring Applying
Establishes and shares Establishes and
learning goals for skill communicates to students
development with students clear learning goals for
in single lessons and content that are accessible,
sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
The teacher always
communicates with
students what is going to be
covered at the beginning of
each lesson. (objectives)
Students are aware of the
expectations and ask for
help during the lesson.
Students will be given
opportunities to create their
own learning goal using
SMART goal setting
framework.
Assessed July 2023
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Through KWL chart,
students are able to visually
organize their thoughts on
what they know already,
what they want to find more
about, and what they
learned through the lesson.
Assessed November 2023
Innovating
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.
The teacher offers students
individual improvement
charts and assists them in
identifying areas for
growth. They guide
students in articulating
specific areas they need to
focus on to enhance their
progress.
Assessed April 2024
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan curriculum Establishes short- and long- Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum content standards, and
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, assess learning needs to
and short-term planning to support student language and formats that and assessed instructional design cohesive and
instructional plans to learning. support student learning. needs to ensure student comprehensive long- and
support student learning. short-term instructional
learning plans that ensure high
levels of learning.

The teacher develops a
year-long plan, covering all
grade-level essential
elements using appropriate
materials. The teacher tries
to diligently follow the
plan, ensuring
comprehensive and grade-
level learning throughout
the year.
Assessed July 2023
Scaffold what students have
to research into different
topics; this comprehensive
planning ensures that
students progress step by
step, ultimately leading to
the completion of their
mission project by the final
due date.
Assessed November 2023
After completing the novel
"Island of the Blue
Dolphins," students utilize
the collected page numbers
to map out the island and
its important geographic
features where the main
character lived. During the
reading process, students
consider what they might
want to include in building
their own island (long-term
project). Subsequently,
students are tasked with
constructing their own
island using a shoebox and
various materials to
represent life on the island.
This hands-on activity
allows students to visually
represent their
understanding of the
novel's setting and themes.

Assessed April 2024

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate strategies Is aware of student content,
to meet the learning learning, and language
needs of all students needs through data
provided by the site and
district.
Exploring
Selects strategies for single
lessons or sequence of
lessons that respond to
students’ diverse learning
needs.
Seeks to learn about
students’ diverse learning
and language needs beyond
basic data.
Applying
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.
The teacher encourages
students to share about
their cultural identities-
something that are unique
about their families. The
teacher shares about her
culture with them and it
helps students to feel safe
to do the same.
Students will show their
strengths in different areas
of subject matter and
teacher will reteach the
prerequisite skills such as
addition to grasp the
concept of multiplication.
Assessed July 2023
Integrating
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.
The teacher will continue to
utilize the Universal Design for
Learning framework to cater to
the learning needs of all
students. This approach
involves offering multiple
means of representation,
action/expression, and
engagement. Additionally, the
teacher will make specific
adjustments and modifications
to accommodate those who may
need extra support or “in the
margin”, which can actually
benefit everyone in the
classroom. For example, lessons
on subtracting large numbers,
the teacher will show various
subtraction strategies like
regrouping (borrowing) with
visual aids. The teacher will also
give real-life situation problems
so students understand why
subtraction is used for
comparing things, etc.
Assessed November 2023
Innovating
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.
The teacher employs
gestures to aid in the
acquisition of academic
vocabulary and
instructional concepts;
this is designed to benefit
all students by making
abstract ideas more
tangible. Through both
informal and formal
assessments, the teacher
identifies areas where
students may need
additional support and
integrates techniques such
as songs to reinforce
learning and address gaps
in understanding. This
approach fosters a multi-
modal learning
environment that caters to
diverse learning styles and
enhances student
comprehension.
Assessed April 2024
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single lessons adaptations to differentiate
curriculum provided. or sequences of lessons to instructional plans. Uses
4.5 Adapting address students’ learning culturally responsive
instructional plans and needs. pedagogy and additional
curricular materials to materials to support
meet the assessed students’ diverse learning
learning needs of all needs.
students.
The teacher makes some
lessons collaborative and
community-based learning
so that it’s not too
overwhelming for the
students who get frustrated
and lose motivation.
The teacher scaffolds
lessons to support students
who may struggle with
understanding a concept
and allowing them to
gradually build on their
knowledge and reach
mastery
Assessed July 2023
Integrating
Makes ongoing
adjustments to instructional
plans and uses a variety of
materials as the
instructional needs arises to
support student learning.
The teacher will first
examine students’ academic
level through multiple
means by checking their
cumulative files and
assessing their academic
knowledge on formal and
informal tests. The teacher
will apply the Universal
Design for Learning
approach to support student
learning by incorporating
diverse learning materials
and resources. As they
assess students' progress
through formative and
summative assessments, the
teacher will make necessary
modifications to address any
challenges and ensure
optimal learning outcomes–
giving students an extensive
time to complete an
assignment, or providing
them a separate time to take
their tests, or offering them
another chance to take their
assessment.
Assessed November 2023
Innovating
Anticipates and plans for a
wide range of adaptations
to lessons based on in
depth analysis of individual
student needs.
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
The teacher consistently
utilizes assessments to
adapt lessons for all
students, openly discussing
with them how adjustments
can aid in achieving project
goals. Through
collaborative planning, the
teacher and students
develop strategies to
support student success.
Additionally, students are
provided with access to
necessary resources,
including school devices
and materials for at-home
use, as needed, ensuring
equitable opportunities for
learning.
Assessed April 2024