CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Yellow :9/2022
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 background, and
of students’ academic individual development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of
instruction. on learning. potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
In order to move on from
the next lesson I usually
have an exit slip, test, or
observations throughout
the lesson that help me
check for student
understanding. If
students are not ready to
move on I will re-teach
the lesson the following
day. While the curriculum
has developed only one
day for the lesson I have
taken extra time after
noticing students were
still not comfortable with
the topic. IF I was to
move on it would only
lead to greater difficulties
in future lessons.
Green : 5/2023
Blue:11/2023
Pink 5/1/2024
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Students take a STAR
Small group
Test to gather their
instruction, words
reading level. This really
their way, seesaw,
helps me plan groups to
make sure students are
iready, ST Math
analyzing student
reading at their
data.
appropriate level. This
helps me differenciate
while meeting their needs.
Every morning I have a
different question for my
students that helps me
get to know them better.
By better knowing my
student I can better create
lessons that interest them
and connect with their
experiences.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to
lesson to students based development with students clear learning
4.2 Establishing and on content standards and students in single lessons goals for content that are
articulating goals for available curriculum. and sequence of lessons. accessible, challenging,
student learning and differentiated to
address students’ diverse
learning needs.
At the beginning of a
At the start of a unit/
lesson, we review our lesson I state what our
objectives and what we goal to check back in
hope to have learned by at the end. Based on
the end. On the bulletin our check in I know to
repeat or move on. For
we have our learning our test we make sure
objectives for every to take a practice test
lesson. and then set SMART
goals for us. We
understand that not
everyone has the same
goal but we are all
working toward a goal.
Students repeat the
objective with me at the
beginning of each lesson
and we check if we met the
objective at the end of the
lesson. Students can also
always refer to the
objectives that are written on
the bulletin board.
Integrating Innovating
Establishes and Establishes and
articulates learning goals articulates
to students that integrate comprehensive short-
content standards with term and long-term
students’ strengths, learning goals for
interests, and learning students. Assists students
needs. to articulate and monitor
learning goals.
At the start of every
lesson students read
over the objective to
understand what they
will be learning and how
we can use our prior
knowledge to support
new learnings. Our
objectives and
standards are always on
the board for students to
refer to. Students also
set SMART goals that
they work toward.
Throughout the lessons
we do check -ins and
exit tickets to check
understanding.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student
learning
My partner teacher and I
align our lessons to
ensure students are
receiving the same
content in English and in
Spanish. We also aligned
science for example in
Language arts there is a
unit on observing the sky.
In science there is a unit
on Space. Aligning these
two subjects helps link
vocabulary and provide
better comprehension.
Applying Integrating Innovating
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. learning. plans that ensure high
levels of learning.
I take a look at the
standards and our end of
year goals. This helps me
better plan lessons. I try
to align curriculum in a
way that better supports
student understanding
and even connect
different subjects to one
another.
: Looking at the
curriculum for the
school year and
planning for the
school year in a
way that best
supports student
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I incorporate the
When
strategies on Benchmark introducing a
that help support my I make observations
We discuss new unit or
thoughout the day as
English learners or to what resources help different events, concept i make
struggling readers. holidays, and sure to show a
students learn better.
important figures video for my
What are their learning
based on each students that are
styles. I incorperate
month. When visual. Then i
technology, games,
discussing different make sure to
and visuals to support
topics I make sure explain it using
their needs.
to show videos, examples and
pictures, and text to experiences they
meet the need of all can identify with.
students. Readings in math students
are given at use
students reading manipulatives,
levels. visuals (videos).
Vocabulary is
always posted or
in their notebook
for students to
reference. I
provide extra
support for
students that
need additional
help and provide
a challenge for
other students.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

As I learn more about my

students throughout the
year I am understanding
their different learning
styles. In math I have
students who are great at
mental math, others who
need to draw pictures,
and some students who
need manipulatives.
When learning how to
count on we use number
line, fingers, drawing, etc.
I have learned to
introduce various
strategies and allow
students to use the one
that they feel most
comfortable with. Giving
students the option to
solve it in many ways
makes them feel in charge
of their learning. I present
various strategies and
they choose what is best
for them.
During small group
instruction students
receive differentiated
instructions to meet
their needs. Chunking
assignments to better
support students and
using different
strategies to enhance
learning. Meeting
different learning
styles through
gamification, hands
on, project based,
visual, audio, etc.
I reflect on the
lessons teach and
write notes or
reminders to make
adjustments to my
lessons. Based on
small group
instruction and
progress monitoring
I can adjust lessons
to better support
students. I use
different resources
during small group
instruction such as
95% chips, graphic
organizers,
whitboards, number
charts, place value
charts, and different
manipulatives.