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. 9/21/18
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 an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I develop lessons I incorporate

following the CCSS and
the district standards,
including district AOE’s. I
use the adopted district
curriculum. However, I
also supplement as
needed to increase the
engagements in my
lessons. 9/21/18
differentiated instruction
methods such as front-
loading vocabulary, use
white boards to check for
understanding, use
manipulatives in math to
understand concepts, and
modify instruction based
off of the student’s
particular. 3/12/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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.9/28/18 learning goals.

Goal setting – AR goals At the beginning of each I read Chapter 1. What

lesson, I state the learning
Students also set weekly objectives. Students write
individual goals. For their I can statement,
example, they may set a before they begin their
goal to complete a new lessons. For example, “I
AR test by the end of the can use numbers and
week. 9/28/18 variables to evaluate
expressions”. 9/28/18
will I do to establish and
communicate learning
goals, track student
progress, and celebrate
success? in Marzano, R.
(2007). The Art and
Science of
Teaching. Association of
Supervision and
Curriculum
Development. Based off of
the information in the
article, I incorporated a
Math Data Tracking
organizer into student’s
binders. 3/11/19
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 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. 9/25/18 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 assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student learning. short-term instructional
learning plans that ensure high
levels of learning.

Example: long term goal I have created a long term

is to improve student and short-term plan
comprehension of based off of the Big Ideas
informational unit, Equations and
(expository) texts. Short Equalities, that addresses
term goals such as the standard Expressions
reading various types of and Equations and is
articles and textbook separated into seven
style texts every week, lessons. 2/26/19
using reading strategies
such as Close-Reading
and Annotating to
improve comprehension
and understanding of
texts. 9/25/18
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. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning 9/21/18 Integrates results from a for students to reflect on
learning needs of all language needs through and language needs broad range of their learning and the
students data provided by the site beyond basic data. Uses assessments of assessments into impact of instructional
and district. students’ learning and planning to meet strategies to meet their
language needs to inform students’ diverse learning learning and language
planning differentiated and language needs. needs.
instruction. 3/6/19
I design lessons with the
understanding of where
my students are
academically and
culturally, and
consistently checks with
students using multiple
strategies for checking
understanding. Students
use their whiteboards
during math and ticket
out the doors, as well as
quick checks during the
learning process.
9/21/18
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 materials based on in depth
students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
additional materials to arises to support student student needs.
support students’ diverse learning. 9/24/18
learning needs. Engages with students to
4.5 Adapting
I use ELD Visual identify types of
instructional plans
Vocabulary Cards to adjustments in
and curricular
provide students the instruction that best meet
materials to meet the
definitions, example of their learning goals.
assessed learning
the word, and use in a
needs of all students.
sentence. We discuss the
photograph and
examples. Students are
asked an example
question to help with
comprehension of the
weekly vocabulary words.
3/4/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I modify my instructional In order to anticipate
ideas to reteach the students’ needs during
missing concepts or skills. instruction, I provide
I ask students to use hand available differentiated
signal as a quick check for instruction to students no
their understanding. matter
Thumbs up so show a
good understanding,
thumbs down so show
not quite sure. Thumbs
horizontally if they are
somewhere in between.
Also, students may solve a
problem of their
whiteboards and compare
their answer with their
partner. 9/24/18

Students use a graphic

organizer to write the
definitions of the weekly
vocabulary words. After
discussing each word
students write a sentence
and draw a picture of the
word to help with
understanding. 3/4/19