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
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
background, and
4.1 Using knowledge of individual development.
students’ academic 9/23/17
readiness, language
proficiency, cultural
background, and
individual development Is aware of impact of bias
to plan instruction. on learning. Becomes aware of
potential areas of bias and
seeks to learn about
culturally responsive
pedagogy. 9/23/17
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language, diverse
cultural backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs. 5/6/18,
11/2/18
Examines potential sources
of bias and stereotyping
when planning lessons.
Uses culturally responsive
pedagogy in planning.
5/6/18, 11/2/18, 4/22/19
Plans differentiated
instruction, which is based
on broad knowledge of
students. Matches resources
and specific strategies to
students’ diverse learning
needs and cultural
backgrounds. 4/22/19
Planning addresses bias,
stereotyping, and
assumptions about cultures
an members of cultures.
Plans differentiated
instruction that provides
systematic opportunities for
supporting and extending
student learning based on
comprehensive information
on students.
Engages students in the
analysis of bias,
stereotyping, and
assumptions.

Language components are Trained in culturally Differentiation of

incorporated into lessons
to support ELD in the
classroom. Student and
parent survey given at the
beginning of the school
year to better understand
student context. This
information is used to
help drive instruction and
conversation, pick
literature, and formulate
lessons in a way that is
relevant to students’ lives.
9/23/17
responsive pedagogy, and
applies its tenants to lesson
planning with colleagues.
Use of strategic seating,
grouping, and pairing
during activities the
promote the best learning
environment for students.
Differentiate instruction
based on a variety of
assessments, and informal
observation to better meet
students’ individual needs.
5/6/18, 11/2/18
instruction based on
findings from student
surveys, which inform
teacher of backgrounds and
interests, as well as IEP’s,
504 Plans, and cumulative
records. Regular discussion
with resource specialist on
student progress and
setbacks also helps to
inform and modify
instruction for students with
IEP’s. 4/22/19

Uses assessment data

including TRC, Dibbels,
and SBAC scores to help
develop and differentiate
instruction. 11/2/18, 4/22/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Establishes and shares Establishes and
learning goals for skill communicates to students
development with clear learning goals for
students in single lessons content that are accessible,
and sequence of lessons. challenging, and
9/23/17, 5/6/18 differentiated to address
students’ diverse learning
needs. 11/2/18,4/22/19
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Establishes and articulates
comprehensive short-term
and long-term learning goals
for students. Assists students
to articulate and monitor
learning goals.

Communicates purpose of Standards are posted and

the lesson, almost always “translated” for students.
verbally. Learning goals Lesson objectives are
are stated before and clearly stated verbally and
during lessons/activities. in written form, using
Learning goals are given programs like rubistar.com
verbally and in written prior to the start of a lesson
form, along with rubrics or project. Teacher
(for projects) stating discusses the why in each
learning and performance lesson i.e. why the lesson or
expectations. 9/23/17 information is important
and how it is applicable to
Differentiation in the form real life. 11/2/18,4/22/19
of chunking goals into
smaller “bite sized”
portions for students
struggling with larger
assignments. Extensions
on due dates and extra
time given to students
based on their individual
needs. 5/6/18
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-term are linked to long-term
and short-term planning to support
instructional plans to student learning. 9/23/17
support student
learning
With grade level,
develops a yearlong
curriculum calendar
created to address content
standards. Short term
planning involves looking
at student data and
understanding so as to
properly pace and review
lessons as needed. 9/23/17
Applying Integrating Innovating
Establishes short- and long- Refines sequence of long- Utilizes extensive knowledge
term curriculum plans for term plans to reflect of curriculum, content
subject matter concepts and integrations of curriculum standards, and assess
essential related academic guidelines, frameworks, and learning needs to design
language and formats that assessed instructional needs cohesive and comprehensive
support student learning. to ensure student learning. long- and short-term
5/6/18, 11/2/18,4/22/19 instructional plans that
ensure high levels of
learning.
Continue to plan and build
units and year long
curriculum plans with grade
level colleagues. Reflect
upon what worked well this
year and what needs
modification for next year
to bolster student
engagement and success.
5/6/18
Reviews Common Core
State Standards with grade
level colleagues to ensure
proper alignment of chosen
curriculum with state
standards. 11/2/18,
Modifies units of study to
incorporate newly
researched materials, lesson
plan ideas 4/22/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
Is aware of student content,
appropriate strategies
learning, and language
to meet the learning
needs through data provided
needs of all students
by the site and district.
Exploring Applying
Selects strategies for Incorporates differentiated
single lessons or sequence instructional strategies into
of lessons that respond to ongoing planning that
students’ diverse learning addresses culturally
needs. 9/23/17 responsive pedagogy,
students’ diverse language,
and learning needs and
styles. 5/6/18
Seeks to learn about
students’ diverse learning Uses assessments of
and language needs students’ learning and
beyond basic data. language needs to inform
planning differentiated
instruction. 9/23/17, 5/6/18,
11/2/18
Working towards Uses TRC, assessment
consistently scaffolding scores, and informal
and extending instruction observation to inform
on an individual basis for planning, strategic
students. Students are grouping, and
provided with structured differentiation of
opportunities to practice instruction. 9/23/17
oral language in an
academic setting. 9/23/17 Additionally, using this data the data analysis of multiple
and other assessments in the assessments and includes;
creation of leveled reading
groups, and to inform lexile and starters, visual trackers
level choice in science and
social studies reading.
Students are given the
opportunity to write
narratives that incorporate
dialogue that is
representative of their own
cultural norms. 5/6/18,
11/2/18
Integrating Innovating
Plans instruction using a Plans instruction
wide range of strategies to incorporating a repertoire of
address learning styles and strategies specifically meet
meet students’ assessed students’ diverse language
language and learning and learning needs and styles
needs. Provides appropriate to advance learning for all.
support and challenges for
students. 11/2/18, 4/22/19 Facilitates opportunities for
students to reflect on their
Integrates results from a learning and the impact of
broad range of assessments instructional strategies to
into planning to meet meet their learning and
students’ diverse learning language needs.
and language needs. 4/22/19
Develops lessons that
incorporate multiple
learning styles (visual,
aural, kinesthetic) and
opportunities for students to
work independently, in
pairs, and in groups.
Differentiation based upon
word walls, sentence frames
for reading, access to word
processing, longer
assessment times in a quiet
environment. 11/2/18.
Utilizes the analysis of
SBAC data performed with
grade level colleagues to
inform and differentiate
instruction for all learners.
4/22/19
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 adjustments Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. or sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual student
instructional plans and needs. 9/23/17, 5/7/18 pedagogy and additional arises to support student needs.
curricular materials to materials to support learning. 4/22/19
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. 11/2/18 identify types of adjustments
students. in instruction that best meet
their learning goals.

Modifies instructional Modifies grade level Regularly checks for

plans to reteach curriculum to make it understanding throughout
challenging concepts and accessible to all students by; lessons across curriculum
misconceptions. front loading vocabulary areas, and adjusts
Modifications made and academic language, instruction as needed
during lessons in response using educational and through the use of small
to difficulties. Extra wait instructional videos when group instructtion, reteach
and testing time given to ever possible to support using varied ways to solve
students who require it. EL’s, extending and with math, incorporatetion
9/23/17 shortening lessons based of visuals and realia,
upon student understanding educational videos. 4/22/19
Uses Newsela to adapt and engagement. 11/2/18
science and social studies
reading so that lower level
readers can access the
information. Researching
adapting materials science
and math units, including
adding visuals and
graphic organizers to
support all learners.
5/7/18