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. 9/29/17 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 9/29/17 social, emotional, and backgrounds. 4/26/18 11/10/183/25/19
proficiency, cultural physical development to
background, and meet their individual
individual needs. 9/29/17
development to plan Is aware of impact of bias Planning addresses bias,
instruction. on learning. Becomes aware of Examines potential stereotyping, and Engages students in the
potential areas of bias sources of bias and assumptions about analysis of bias,
and seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. culturally responsive
pedagogy in planning.

I use my curriculum and I use my student’s STAR I enjoy planning I like to use resources I I provide differentiated
standards when planning assessment results as differentiated instruction know will help meet a instruction in our class
my lessons. 9/29/17 well as summative and to help meet my students student where they are in work and with reading
formative assessments where they are in their their learning process. homework. Students
when planning my academic learning. I Some students have receive reading
lessons. 9/29/17 never like to see my difficulty with technology homework based on their
students become overly and learn better using reading level. In the
frustrated because paper materials. For classroom, lower students
something is too difficult those students I will might be given a different
or too advanced for them make that worksheet or fewer
to achieve. 9/29/17 accommodation when I problems to solve
can. 4/26/18 whereas higher achieving
students may get a
different worksheet or
more problems to solve
including challenge
problems that stretch
their critical thinking.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based
on content standards and
4.2 Establishing and
available curriculum.
articulating goals for
9/29/17
student learning
At the start of each lesson
we discuss the objective
for that lesson. Students
know where the
objectives are always
located in the classroom
and they can point them
to out. 9/29/17
Exploring Applying Integrating Innovating
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to articulates learning goals articulates
development with students clear learning to students that integrate comprehensive short-
students in single lessons goals for content that are content standards with term and long-term
and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
9/29/17 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 9/29/17 to articulate and monitor
learning needs. 9/29/17 learning goals. 4/26/18
11/10/183/25/19
We discuss the objective All my objectives are Even though the I write our objectives on
for that day and how it written with “I can…” objectives are written in the board every day and
relates to the previous statements. This helps “I can...” statements using draw student attention to
lesson’s objective. This make the learning goal student friendly language, them throughout the day
helps students see the clear and in student they are rooted in the in our lessons. Sometimes
progression of our friendly language. content standards. I also the objectives don’t
learning over time. 9/29/17 utilize Blooms taxonomy change each day. This
9/29/17 words to help students helps students
see the higher level of understand that
thinking as a lesson or sometimes there are
series of lessons short term objectives
progresses. 9/29/17 easily achieved in a single
lesson and other times
there are long term
objectives that will take
studying and hard work
to achieve. 4/26/18
11/10/183/25/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Uses available curriculum
for daily, short- and long-
term plans. 9/29/17
4.3 Developing and
sequencing long-
term and short-term
instructional plans to
support student
learning
When planning lessons
and objectives I use the
available curriculum and
resources to create short
and long-term lesson
plans. 9/29/17
Exploring
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
9/29/17
My lesson plans are
always thinking ahead to
the whole unit. For
example, my ELA lessons
are set up in 6 units, each
lasting 6 weeks. Each
week builds upon the
other until that 6th week
reviews what was learned
in that unit. This works
really well for my
students as each weeks
builds on the last skill.
This helps them see how
what they’ve learned
before is still applicable.
9/29/17
Applying
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic
language and formats that
support student learning.
9/29/17
Depending on the
curriculum sometimes I
plan short-term plans and
other times I will prepare
long-term plans. If a
particular curriculum will
be difficult or challenging,
either because it usually
is for students or because
for of that particular class
I know it will be
challenging, I will be sure
to make that a long-term
plan. 9/29/17
Integrating
Refines sequence of long-
term plans to reflect
integrations of
curriculum guidelines,
frameworks, and assessed
instructional needs to
ensure student learning.
4/26/18
As I work on long-term
lesson plans like thinking
of lesson planning for an
entire chapter, I
constantly refine its
integration based on the
curriculum and student
learning as we go. If my
students need more time,
I will adjust the long-term
plan so my students get
more time to practice. If
students have mastered
the skill quickly, I’ll adjust
the long-term plan and
bring a future lesson plan
up closer if everyone is
ready ahead of time.
4/26/18
Innovating
Utilizes extensive
knowledge of curriculum,
content standards, and
assess learning needs to
design cohesive and
comprehensive long- and
short-term instructional
plans that ensure high
levels of learning.
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3/25/19
I utilize our standardized
testing data (STAR) along
with student performance
in the classroom to plan
for instruction that
follows the curriculum . I
leave room for lessons to
be extended if we’re not
reading to move on as
well as challenge
opportunity for those
students who are ready to
progress even though the
whole class isn’t. These
challenges may be
worksheets including 4th
and sometimes even 5th
grade in level. These
challenges are completely
aligned with our
curriculum. Students are
doing the same work, but
just at a higher level of
learning and thinking.
11/10/183/25/19
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 repertoire
suggested by curriculum sequence of lessons that instructional strategies to address learning styles of strategies specifically
guidelines. 9/29/17 respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
9/29/17 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. 11/10/183/25/19
incorporates
Is aware of student needs and styles. 4/26/18
appropriate
content, learning, and Seeks to learn about Facilitates opportunities
strategies to meet the
language needs through students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all
data provided by the site and language needs students’ learning and broad range of their learning and the
students
and district. 9/29/17 beyond basic data. language needs to inform assessments into impact of instructional
9/29/17 planning differentiated planning to meet strategies to meet their
instruction. 9/29/17 students’ diverse learning learning and language
and language needs. needs. 11/10/18
4/26/18 3/25/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

When lesson planning I Some students I’ve found I use my student data When students need extra When planning ahead, I
look at the margins of my don’t need extra from the STAR tests as a support I will utilize the think of which strategies
teacher manual. There manipulatives in math base for differentiated strategies I have at my will best promote student
are many suggestions on class; however, I plan to instruction. I incorporate disposal to help that learning, specifically for
activities and utilize them during this into my lessons as student. I might give them those students with
accommodations to lessons. 9/29/17 well as homework to more one-on-one time diverse learning needs. I
implement. I take those make sure the work they instruction or use of make sure to have these
into account when I’m I have my students and are doing is challenging different manipulatives. ready before the lesson is
planning. I also use my parents fill out a survey and not too easy or too 4/26/18 taught just in case anyone
student data. Both of that includes information hard. 9/29/17 wants to utilize them.
these points help me plan on their diverse learning 11/10/183/25/19
lessons that meet my needs. This often helps
individual students where me plan instruction, I ask my students to
they are in their strategies, reflect on their own
individual learning. accommodations, and learning constantly. I will
9/29/17 differentiation. 9/29/17 have students either give
a thumbs up, sideways, or
down as a self-
assessment, or even write
in the corner of their
paper a 1, 2, or 3 with 3
being I totally understand
and could teach this to
someone else.
11/10/183/25/19
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
9/29/17 lessons to address plans. Uses culturally uses a variety of materials based on in depth
students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
9/29/17 additional materials to arises to support student student needs. 4/26/18
4.5 Adapting
support students’ diverse learning. 9/29/17 11/10/18
instructional plans
learning needs. 9/29/17 3/25/19
and curricular
materials to meet the
Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
4/26/18
11/10/183/25/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
My ELA and Math
curriculum provides
many materials to use in
my lessons to help my
students understand the
information. I utilize
these daily as I feel it does
help my students.
I9/29/17
Exploring Applying
I plan adaptations when I While teaching, if I feel
pre-plan my lessons. I try something isn’t working
to think of what and the students are
roadblocks my students having a hard time with
might encounter based on the material I am
what I know of their completely fine with
unique learning needs. I tossing something out the
have these ready to go window and instead
prior to the start of the adjusting and adapting to
lesson. 9/29/17 whatever my students
need. This is when I’ll pull
out additional materials
to help. 9/29/17
Integrating
If I plan a series of
lessons, I will evaluate
how the previous lesson
went before simply
teaching what I had
planned for the next day. I
continue to make
adjustments to my plans
until I feel it will support
student learning.
9/29/17
Innovating
I always try to anticipate
misconceptions when
planning my lessons. This
helps ensure my students
don’t get overly frustrated
because I’m already
addressing a
misconception before
they even realize they
need help. 4/26/18
11/10/18 3/25/19
During lessons I’m
constantly asking my
students to give me
feedback on how they’re
doing. This enables me to
know where my students
are and what I need to do
to best facilitate their
learning in the moment.
Students do this by
answering my questions
such as “How are our
brains?” To which they
know to respond with a
thumbs up, sideways, or
down. They also know
they can ask me to slow
down if we’re going too
fast. 426/18
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