CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using available Plans single lessons or sequence of lessons Plans differentiated instruction based on Plans differentiated instruction, which is Plans differentiated instruction that

curriculum and information from district using additional assessment information on knowledge of students’ academic readiness, based on broad knowledge of students. provides systematic opportunities for

and state required assessments. student academic readiness, language, academic language, diverse cultural Matches resources and specific strategies to supporting and extending student learning

Is aware of impact of bias on learning. cultural background, and individual backgrounds, and individual cognitive, students’ diverse learning needs and cultural based on comprehensive information on

development. social, emotional, and physical development backgrounds. 11/3/23 students.

Becomes aware of potential areas of bias and to meet their individual needs.7/15/23 4/15/24 Engages students in the analysis of bias,

seeks to learn about culturally responsive Examines potential sources of bias and Planning addresses bias, stereotyping, and stereotyping, and assumptions.

4.1 Using knowledge of students’ pedagogy. stereotyping when planning lessons. Uses assumptions about cultures and members of

academic readiness, language culturally responsive pedagogy in planning. cultures. 11/3/23

proficiency, cultural background, 7/15/23 4/15/24

and individual development to plan

instruction.

Teacher plans and provides differentiated Teacher plans differentiated instruction for

instruction by way of knowledge of each each grade level and student based on their

grade level and individual students cultural background. Teacher makes sure

backgrounds, academic readiness, social, content is multi-cultural and addresses

emotional and physical development. many different cultures games/ ways of

Teacher then adjusts instruction based on movement. 11/3/23

each student’s individual needs and helps 4/15/24

students make SMART goals according to Planning is embedded in pillars reminding

each students individual needs 7/15/23 students to practice our pillars: respect,

Teacher examines potential bias and responsibility, and courtesy. 11/3/23

stereotypes when planning each lesson as it 4/15/24

relates to age, gender, culture, etc. Teacher

uses culturally responsive pedagogy to

anticipate and address any bias or

stereotyping. 7/15/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Communicates learning objectives for a Establishes and shares learning goals for Establishes and communicates to students Establishes and articulates learning goals to Establishes and articulates comprehensive

single lesson to students based on content skill development with students in single clear learning goals for content that are students that integrate content standards short-term and long-term learning goals for

standards and available curriculum. lessons and sequence of lessons. accessible, challenging, and differentiated to with students’ strengths, interests, and students. Assists students to articulate and

address students’ diverse learning needs. learning needs. monitor learning goals. 7/15/23
4.2 Establishing and articulating
11/3/23
goals for student learning
4/15/24

Students are prompted at the beginning of

each new unit to conduct SMART goals.

Students anticipate any challenges they will

gave while working toward these goals, are

taught the difference between long and short

term goals, are taught how to make

challenging yet attainable goals, and are

prompted in a few weeks to look back at

their goals and readjust accordingly.

7/15/23

11/3/23

4/15/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum for daily, short- Begins to plan curriculum units that include Establishes short- and long-term curriculum Refines sequence of long-term plans to Utilizes extensive knowledge of curriculum,

and long-term plans. a series of connected lessons and are linked plans for subject matter concepts and reflect integrations of curriculum guidelines, content standards, and assess learning needs

to long-term planning to support student essential related academic language and frameworks, and assessed instructional to design cohesive and comprehensive long-

learning. formats that support student learning. needs to ensure student learning. 7/15/23 and short-term instructional plans that
4.3 Developing and sequencing long-
11/3/23 ensure high levels of learning. 4/15/24
term and short-term instructional

plans to support student learning

Teacher continuously readjusts long term Teacher attends meetings with experts of

plans to account for retention/need to re- curriculum to ensure that curriculum

teach material. Teacher conducts both guidelines are met. Teacher designs program

formal and informal assessments to evaluate that ensures high levels of learning. 4/15/23

student learning. 7/15/23

11/3/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that incorporates Selects strategies for single lessons or Incorporates differentiated instructional Plans instruction using a wide range of Plans instruction incorporating a repertoire

strategies suggested by curriculum sequence of lessons that respond to strategies into ongoing planning that strategies to address learning styles and of strategies specifically meet students’

guidelines. students’ diverse learning needs. addresses culturally responsive pedagogy, meet students’ assessed language and diverse language and learning needs and

Is aware of student content, learning, and Seeks to learn about students’ diverse students’ diverse language, and learning learning needs. Provides appropriate styles to advance learning for all. 4/15/24

language needs through data provided by learning and language needs beyond basic needs and styles. support and challenges for Facilitates opportunities for students to

the site and district. data. Uses assessments of students’ learning and students.7/15/23 reflect on their learning and the impact of

4.4 Planning instruction that language needs to inform planning 11/3/23 instructional strategies to meet their

incorporates appropriate strategies differentiated instruction. 7/15/23 Integrates results from a broad range of learning and language needs. 4/15/24

to meet the learning needs of all assessments into planning to meet students’

students diverse learning and language

needs.11/3/23

Teacher works closely with classroom Before planning instruction, teacher takes Before planning instruction, teacher takes

teachers and SPED team by attending into account grade levels/ student’s learning into account grade levels/ student’s learning

meetings to stay current on students needs and plans instruction around such. needs and plans instruction around such.

learning and language needs and plan Furthermore, teacher adjusts plans to Furthermore, teacher adjusts plans to

differentiated instruction. 7/15/23 account for re-teaching and learning pace of account for re-teaching and learning pace of

all students. Teacher modifies all students. Teacher modifies

lessons/activities to account for students lessons/activities to account for students

needs (support and challenges) 7/15/23 needs (support and challenges)4/15/24

11/3/23 Teacher takes results from state-wide,

Teacher takes results from state-wide and formal and informal assessments to guide

personal assessments, analyzes them and teaching practice and plan for re-teaching if

plans or re-teaches accordingly. 11/3/23 necessary. 4/15/24

4.5 Adapting instructional plans and Implements lessons and uses materials from Begins to adapt plans and materials in single Makes adjustments and adaptations to Makes ongoing adjustments to instructional Anticipates and plans for a wide range of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

curriculum provided. lessons or sequences of lessons to address differentiate instructional plans. Uses plans and uses a variety of materials as the adaptations to lessons based on in depth

students’ learning needs. culturally responsive pedagogy and instructional needs arises to support student analysis of individual student needs.
curricular materials to meet the
additional materials to support students’ learning. 7/15/23 4/15/24
assessed learning needs of all
diverse learning needs. 11/3/23 Engages with students to identify types of
students.
adjustments in instruction that best meet

their learning goals. 4/15/24

Teacher makes adjustments when necessary Teacher works closely with APE teacher,

(sometimes daily) to accommodate student’s SPED teacher and para-professionals to

instructional needs. Teacher adjusts in real ensure adequate adaptations for all students.

time and edits upcoming lesson plans/ 4/15/24

activities to account for prior adjustment. Teacher requests feedback from students

7/15/23 and observes and engages with them to plan

11/3/23 for any adjustments needed. 4/15/24