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’ individual development. individual cognitive, needs and cultural information on students.
academic readiness, social, emotional, and backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. 9.26.18 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 an members of assumptions.4.4.20
pedagogy. planning lessons. Uses cultures. 11.6.19
culturally responsive
pedagogy in planning.

Using their scores from Along with our This year I have been This year we were able to
the children’s progress assessment scores, our working on my leveled focus on creating lessons
report I am able to see school has a wide variety groups for centers and and activities that would
their academic abilities of cultural backgrounds. making sure that my appeal to the interest of
and plan lessons, which With our IB units we students all have work students with their
will reinforce content or were able to plan lessons that they can do at their cultural backgrounds in
challenge their that directly related to independent level. I know mind. We saw more
knowledge. The structure the child’s background. which of my students gets engagement and higher
of my lesson plans are We centered the activities help at home and which level of learning during
curriculum based for and regions of study students do not. So there our holidays around the
language arts and math. based on the populations is a clear divide with the world with our students.
With science and social in our classroom. 5.7.19 skills that my students
studies I have the have. During groups I
freedom to develop plan different level
lessons based off what I activities that can be done
know the students by all students
already know. I often independently, and then
assume with my lessons move onto the challenge
that these buckets that also
kindergarteners know reinforce what we are
nothing on the topic and learning in class.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
we begin from there. As
the lesson goes on and I
see what they already
know I adjust and
recreate new lessons for
the following days.
9.26.18
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 9.26.18 and differentiated to interests, and learning students. Assists students
address students’ diverse needs.11.6.19 to articulate and monitor
learning needs. learning goals.4.4.20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Before a lesson I orally This was a focus of mine It has been our school Over the year of focusing
state what we want to be during the year. When I goal to align our school on articulating goals it
able to do and accomplish was able to concentrate standards along with the has now become very
by the end of the lesson. on it I did well, and would curriculum standards. So regular for me to state the
At the end of a lesson I ask the children to assess I have been working on learning objective before
ask the students to tell their own learning by the this throughout the year. each lesson, as well as
me with a thumbs up or end of a short lesson. I have begun checking off have students repeat out
thumbs to the side to However, I was not as the list of standards that I goal throughout the
share with me how consistent with it as I have completed lessons and reflect a the
comfortable they are with would have liked to be. throughout my lessons to end on if they feel that
what we just learned, “I 5.7.19 make sure that I have hit they are able to
am a superstar and I all of the standards by the independently achieve
understand and could end of the year. our goal of our lesson.
teach it”, or “ I’m trying
my hardest and would
like some more practice”.
The students are building
self assessment skills and
it is an informal way for
me to see who is
understanding and
grasping the concepts.
9.26.18

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. 9.26.18 language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. learning.11.6.19 plans that ensure high
levels of learning.4.4.20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I am fortunate to work for I was able to get a handle I have been adding and This year I was planning
a school that does on the curriculum over adapting our math out two to three weeks
support teachers and the year and plan out curriculum this year to fit out at a time with our
students with their more long term planning all of our school math and science. social
academic long-term for some of my math standards as well as studies curriculum. With
goals. We use units. Language arts is fitting it in and our online learning it has
professional development mapped out for the whole connecting it with our IB become easier to create
days to work across our year very nicely, and the unit. This process has lesson plans weeks out
grade level as well as goal for the next been completing the due to the free time.
with the grade below and upcoming years is to frame of what I already
above to create yearly rework science and social had from last year.
academic goals for our studies to fit in with our
students. Each subject is IB units. 5.7.19
broken down into topics
that we want students to
have proficiency or
mastery level in that
aligns into their next
years curriculum. This
YAG is our skeleton guide
for the lessons we plan
and prepare throughout
the year. 9.26.18

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate 9.26.18 responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student needs and styles.
content, learning, and Seeks to learn about Integrates results from a Facilitates opportunities
language needs through students’ diverse learning 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 and language needs students’ learning and assessments into their learning and the
and district. 9.26.18 beyond basic data. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language learning and language
needs.11.6.19 needs.4.4.20

I am aware that some of Student investigation and As the year progressed I In our differentiated This year I have focused
my students need more exploration is huge in started incorporating groups I have been on creating lesson and
thorough explanations many areas of primary more formal assessments, working on daily focuses instructions for activities
and I work to do this learning. I use whole which helped me to that target areas of need that best support the
during a lesson. I check group lessons for create different for specific groups of learning needs of my
for understanding by instruction, then often instructional strategies children in my class. That students, with a focus on
having students try and break into small group or for the different learning may be fine motor skills, my ELL students. I
teach the class the partner activities that needs of my students. In dictation, blending, etc. A continue to use pictures
content we just learned. help to apply the skills previous years the few activities a day will as I explain instructions,
9.26.18 they’ve learned. Then I kindergarten team never highlight these skills that define terms, and model
can walk around and really did formal some children need work instructions.
informally see what assessing until I brought with.
students understand and it in this year, which has
what students may need been a gradual and
more practice with the helpful change. 5.7.19
skills. 9.26.18

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. 9.26.18 additional materials to instructional needs arises student needs.
support students’ diverse to support student
learning needs. learning.11.6.19 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
After a lesson I asses
informally or formally the
level of understanding
with students. If I see that
the majority of students
does not understand I
will modify and adapt the
instruction to teach it in
another way. If a small
group of students is still
not understanding I will
pull them into a small
group and work on
mastery of the skill
together. I work hard to
not move on from a topic
if students have not
shown proficiency with
the skill. I often go to my
experienced grade level
teachers and ask for
advice on how they
would modify or adjust
the lesson to the type of
learner that I might have
that it struggling. 9.26.18
Applying Integrating Innovating
their learning goals.
I was very lenient with
my time frame of lessons
as we had managed to get
through the more simple
topics quickly at the
beginning of the year, and
progress into more
difficult topics and take
extra time to cover and
really dive into the topic.
This allowed for more
hands on activities,
remedial learning, and
one on one instruction.
5.7.19
I continue to create plans
that support the assessed
learning needs with
following our curriculum
guidelines We have
mapped out that we can
have a crash course
introduction week with
our math and then dive in
deeper with the topic the
following week, which
has given students a great
sense of accomplishment
during the second week
of their studies.