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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
background, and backgrounds, and diverse learning needs comprehensive
individual individual cognitive, social, and cultural backgrounds. information on students.
4.1 Using knowledge
development.9/24/17 emotional, and physical 3/29/19
of students’ academic
development to meet their
readiness, language
individual needs.4/30/18
proficiency, cultural
10/30/18
background, and
Is aware of impact of bias Planning addresses bias, Engages students in the
individual
on learning. Becomes aware of stereotyping, and analysis of bias,
development to plan
potential areas of bias and Examines potential assumptions about stereotyping, and
instruction.
seeks to learn about sources of bias and cultures and members of assumptions.
culturally responsive stereotyping when cultures.
pedagogy. 9/24/17 planning lessons. Uses 3/29/19
culturally responsive
pedagogy in
planning.4/30/18
10/30/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I plan my lessons around
assessment information
taken from my students at
different times of the year
and in different subject
areas. I have grown in my
ability to draw information
and use it to drive my
instruction, but would like
to develop further in this
area. I would like to start
developing assignments
that can challenge my
advanced learners and
separate projects for those
who need more support.
Right now I usually have
just 1 assignment and
accommodate for slower
learners, but sometimes I
see that my more
advanced students get
bored. My lessons are
usually very deeply
connected to our own
shared culture (I work at a
faith-based school) and my
students’ individual
experiences. Often, the
bias that I see in our
learning impacts us all at
the same time as the
diversity in our school is
limited to a few areas of
the world. However, if I see
it, I am quick to address it
and we have very open
discussions in our class
around our
religion/culture. I would
definitely like to become
more aware of bias in
Over a wide range of
curriculum, I have started
noticing the level of
academic readiness of my
students and relating it to
our concepts. For example,
if a subject in social
studies will seem too
distant for them, I will
make it relevant to how it
impacts their lives. If a
math problem seems too
abstract, I will utilize a
relevant word problem to
make it more accessible. If
a concept is brought up in
academic language, I will
present it in “student
language” so that it seems
easier to grasp. I have
worked very diligently to
make our content
accessible and engaging
for my kids. Similarly, if
any subject matter seems
too basic, I will extend it
and work to develop
material to raise it to their
level. I do keep in mind my
students individual needs
while planning and I
would like to still continue
to improve on all of those
criteria.
In our class, I have
established a very safe
discussion policy,
encouraging my students
to question what they read
and think more deeply.
They are very forthcoming
I’m really excited to see
growth in this area! I have
always prided myself on
my ability to connect with
my students and get to
know their
personalities/interests/ac
ademic needs and now I
can also say that I am
proud of the number and
types of
strategies/techniques that
I have been able to use in
the classroom to suit the
needs of all of my
students. I have also been
able to identify and
address more bias about
our subject matter in
media and within the
content that we are
studying. It is also
especially important to
discuss and celebrate the
different families that we
have in our class, as a
religious studies class,
because our community is
made up of families all
over the spectrum of
practice. 3/29/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
teaching so if I ever move
to a more diverse school, I
can have equitable
teaching practices.
9/24/17
with questions and I am
also very open if we come
across potentially biased
material. We discuss the
potential root of that bias
and I encourage my kids to
think about our material
with a global perspective.
We take steps to celebrate
diversity in our class and I
take steps to make sure
every child knows that
they are valued and teach
them to value the unique
qualities of their peers.
4/30/18
This is a very important
part of curriculum
planning for me because
the content that I am
introducing to my kids is
not necessarily practiced
in their homes
consistently. Although we
are a faith-based school,
our kids come from a
variety of different
backgrounds, some more
practicing than others, and
without placing judgment
on any household, it is my
job to introduce the
foundational pieces of our
religion to my kids. For
this reason, vocabulary is
always a priority because
sometimes my kids are
fluent in English/Arabic
(many of our terms are
introduced in both
languages) while others
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
are not as familiar and
require more deep
background on the
words/concepts. I want to
ensure equal access to our
curriculum with respect to
the diversity in our
classroom so I take a lot of
steps to do so. I am also
very aware of the
developmental age and
stages of my kids, as I
teach 2nd-6th, and will
tailor my lessons to fit the
needs of the students in
each class. For example,
our lesson plan on prayer
in a primary class will look
much different than
prayer in a middle school
class. 10/30/18
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning 9/24/17 4/30/18 differentiated to address learning needs.10/30/18 to articulate and monitor
students’ diverse learning 3/29/19 learning goals.
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
When starting a new This year, I have put our This was definitely an
lesson or unit, we have a individual lessons in area of improvement for
discussion in the context of our broader me since starting the
classroom about what we learning goals, but I can BTSA process. I realized
are going to learn. This definitely go further in that I was never very
conversation is based on articulating these goals communicative with my
the curriculum that has that are dedicated to students about where a
been used by our school challenging my students certain topic fit within our
(we are an independent and supporting their broader curriculum map.
school and are making diverse needs. I think that However, this year, I am
the move to Common although I have made making a concerted effort
Core this year.) However, those goals to myself, I to tie all of our content
I would like to definitely need to go further in together and to
work on tying my bringing my kids into the communicate clearly with
instruction more to process as well so that my kids about the
California Common Core they can start driving their importance/goals of our
Standards AND own education and even lessons. Each of our
communicate our start making their own lessons is tied very closely
learning objectives to my academic goals for each with our students
students regularly. subject area. 4/30/18 everyday lives, as we are
9/24/17 discussing practices that
are foundational for
Muslims, but I also tie in
my lessons to be socially
relevant and engaging for
them by including
references to topics
outside of what they
might generally consider
to be religious. For
example, studying
weather patterns as a
factor of divine power
(after we had a lightning
storm) or references to
the divine in movies.
10/30/18

I have gotten a lot

stronger in this area,
communicating our
learning goals at the start
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
of each lesson and
describing where this
individual lesson falls in
terms of our entire unit. I
have sprinkled pieces that
connect to my students’
interests/personalities in
our lessons. I have also
kept myself really
accountable by providing
the entire curriculum
maps to families so that
everyone can be on the
same page in terms of our
learning goals and pacing.
3/29/19
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
4.3 Developing and
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
sequencing
planning to support related academic language and assessed instructional design cohesive and
long-term and
student learning. and formats that support needs to ensure student comprehensive long- and
short-term
student learning. 9/24/17 learning. 4/30/18 short-term instructional
instructional plans to
plans that ensure high
support student
levels of learning.
learning
10/30/18
3/29/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I have been in 3​rd​ grade for
three years so my long
term plans have been
drawn up from years past.
I also have my curriculum
map to keep me on track
throughout the year. I then
go in weekly and establish
my plans in further depth,
and refine/develop (as
needed) the materials and
resources that we use. I
base my projects/lessons
on best practices that I
have found to be effective,
as well as tailoring
strategies to the needs of
my students. Each year, I
am able to plan more
efficiently, both long term
and short term. I would
like to tie my lessons more
to California Common Core
Standards to ensure all of
the state curriculum
guidelines are fully
addressed. 9/24/17
In the first few years of
my teaching practice, I
stayed very close to the
curriculum map that I had
inherited when starting
this job. However, this
year I have become more
comfortable refining my
long-term plans to reflect
the needs of my kids and
instructional patterns that
will support their
understanding. This year,
we have also started
curriculum mapping to
align our current map
with one of the Common
Core Standards. It has
allowed me to refine my
sequence of long-term
plans to integrate all
necessary parts, but also
to be sure that any
assessed needs are met
and that our framework
for the year can run
smoothly and cohesively
across all subject areas.
4/30/18
In the summer, I took a
great deal of time
studying the curriculum
content and designing
long and short term plans
for my classes this year. I
designed each unit to
include many topics under
an umbrella theme to
make the curriculum
more engaging and richer
than it had been in the
past. Afterwards in the
short-term plans, I include
projects and hands-on
experiences that will help
the kids connect more
closely with the material
and see how it applies to
their real lives. This helps
to ensure a higher level of
learning and retention of
the concepts that we are
diving into in class.
10/30/18
I spent a lot of time at the
beginning of the year
organizing and developing
a curriculum map that
was cohesive and
organized by units rather
than individual topics.
This has really helped in
the day-to-day planning
and has helped ensure
that my students are
receiving a high level of
learning in each class
period. I have used my
knowledge of our
standards and content to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
ensure that my lessons
are meaningful and full of
connections to the lives of
my students in order to
make the content relevant
and engaging. 3/29/19
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
students’ diverse language, appropriate support and advance learning for all.
4.4 Planning
and learning needs and challenges for
instruction that
Is aware of student Seeks to learn about styles. 9/24/17 students.4/30/18 Facilitates opportunities
incorporates
content, learning, and students’ diverse learning 10/30/18 for students to reflect on
appropriate
language needs through and language needs Uses assessments of 3/29/19 their learning and the
strategies to meet
data provided by the site beyond basic data. students’ learning and impact of instructional
the learning needs of
and district. language needs to inform Integrates results from a strategies to meet their
all students
planning differentiated broad range of learning and language
instruction. 9/24/17 assessments into planning needs.
to meet students’ diverse
learning and language
needs.4/30/18
10/30/18
3/29/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
When planning my
lessons, I do my best to
incorporate a variety of
visual and auditory
learning techniques. As
much as possible, I will
also add bodily-kinesthetic
techniques, music, etc. We
discuss a lot about our
faith and incorporate our
own life experiences into
our lessons to make them
more relatable to our
students. I am aware of my
students’ needs and try to
differentiate my
instruction, however, I
would like to improve on
the amount of support I
can provide for my
students who are really
struggling as well as those
who are far more
advanced and need to be
challenged more. My
planning is never stagnant;
I address and readdress
based on the
chemistry/interests of my
current students. I draw
my information from my
students’ needs from their
assessments, but also from
the fall conference with
parents, my own
observations, and any
notes from their prior
teachers. In our school, we
do not have ELLs, but do
have a few students with
diagnosed or suspected
learning challenges. I try
I love designing lessons
and activities to meet the
needs of all of my kids. I
am very excited for them
to be enthusiastic about
what they are learning
and to enjoy learning. I
plan my instruction using
a lot of different methods
and techniques to engage
my kids, but also to
support their needs (both
language and learning). In
moving onto a more
project-based approach, I
have tried to incorporate
more opportunities for my
kids to extend their
learning in a way that is
appropriately challenging
for their level of
understanding.
I have also begun to
administer more
purposeful assessments
and utilize the results to
inform my instruction. I
have always used
summative assessment
data, but am now getting
more consistent with
using informal
assessments to drive our
day-to-day learning. The
results of all of the
different types of
assessments that I use are
very beneficial when it
comes to meet my
students language and
learning needs, and also to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
to tailor my instruction for
them while maintaining
high expectations and
rigor. 9/24/17
get direct feedback about
how engaged they were in
the lesson! 4/30/18
When planning my
lessons, I really try to
understand what the
experience will be like
going through it as a
student in my class. I
include graphics, videos,
references to common
experiences, and real-life
examples that my kids can
engage with. I also
provide a lot of
opportunities for
sharing/discussion so that
my kids can make close
connections with our
content. I have a lot of
strategies to provide
support for my lower
learners but would like to
continue building my
strategies to challenge my
higher achievers.
In my classes, I
incorporate a variety of
formal and informal
assessments to ensure a
high level of learning for
my students. In primary,
my gauge of their level of
understanding comes less
from formalized tests, but
rather from our
discussions, their
participation, and our
craft projects/writing
assignments. With my
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
middle schoolers, I gauge
their understanding based
on a series of projects
(digital and paper) and
more traditional
assessments, along with
their level of participation
and engagement in class
discussions and
homework. In this way, I
can utilize the data that I
collect from these
assessments to inform my
teaching and instructional
plans. 10/30/18

This year I have been

much more adept at
providing significant
challenges for my
higher-achievers, which is
a goal that I have had for
quite some time. I have
also been able to support
my struggling learners,
while helping everyone in
my class establish good
work habits and routines.
The strategies that I have
learned from a few years
of experience and BTSA
(Thanks!) have really
enabled me to extend my
lessons to meet the needs
of all of my students (and I
know that supporting
ELLs is still an area that I
would like to continue to
grow). I do utilize a range
of different assessments
to gauge my students’
engagement in our subject
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
matter and their overall
learning, and this informs
the strategies that I
continue to use or those
that I choose to
improve/dismiss. Seeing
my teaching process as a
constant evolution has
really enabled me to reach
a wide number of my
students and capture their
interest in our subject
matter. 3/29/19
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a ​wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
needs. responsive pedagogy and as the instructional needs of individual student
4.5 Adapting
additional materials to arises to support student needs. 10/30/18
instructional plans
support students’ diverse learning. 9/24/17 3/29/19
and curricular
learning needs. 4/30/18
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.
10/30/18
3/29/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
In my class, as I have
taught 3​rd​ grade for 3
years, I am becoming
more aware of realistic
academic expectations
and norms for students of
this age, as well as
developmental markers.
Based on my students’
needs, I try to tailor my
instruction. I do this on an
ongoing basis to
accommodate specific
subjects that students
have a hard time in (ex-
reading, writing, math,
etc.) while bolstering their
abilities and confidence by
directly teaching skills
that will help them
succeed and be resilient.
In the future, I would like
to differentiate my
instruction even further
by offering more
challenging assignments
for those who are ahead
and make
accommodations for those
who need more support.
Right now, I usually have
1 assignment and
accommodate on a
case-by-case basis. I try to
provide a variety of tools
and methods to learn a
concept based on my kids
performance and needs.
9/24/17
This year I have been
relied on my observations
Based on the data that I
collect on their
understanding from my
series of formal and
informal assessment,s I
am able to adjust my
plans and adapt to the
needs of my kids. I also
build in “catch up” or
“review” days into our
curriculum plan to allow
for any extensions.
Additionally, as I plan the
short-term plans, it
becomes more clear to me
which concepts will need
more time based on the
chemistry of that
particular class, and my
plans are flexible enough
to build in more time. I
also constantly reflect on
the efficacy of my teaching
strategies and make
changes that I see will
benefit my kids and help
make them more
successful. I hold them to
a high standard and they
are accountable for their
work, but I also
understand when a
strategy that I have in
place can be improved
upon. 10/30/18
When planning and
executing my lessons, I am
very aware of my
students’ attention and
engagement at all times. I
have strategies that I use
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
of the students’
understanding, as well as
their informal assessment
data to gauge their level of
understanding of our
lessons. Based on that
feedback, I make needed
adjustments to best
support their mastery of a
skill. However, I do not
prepare a wide range of
adaptations ahead of time,
I still rely on my gut and
trust my intuition about
what sort of adaptations
will help based on what I
see is needed. In the
future, I would like to
anticipate a “Plan B” and
have it ready in case I
need it. This year, because
I have taught this
curriculum a few years in
a row now, I do anticipate
where hiccups might be in
understanding. I plan
ahead and put it in my
long-range plans to spend
more time on those
concepts. However, I do
not always anticipate a
Plan B for every lesson.
Regarding lessons, I do
take my students’
feedback into account
after completing an
assignment- what went
well, what could be
changed, and then use
their feedback to improve
my lessons for the next
to scaffold or re-introduce
material in different ways
and try to break down any
major concept into
smaller parts so that my
students, whether in 2nd
or 6th grade, can
understand it deeply. My
plans are flexible and I
can adapt more easily
now with a few years
under my belt which has
allowed me to become
extremely responsive to
the needs of the students
in each class. I do also
seek the feedback of my
students (what
pieces/activities did they
like, what would they
change) in the lessons so
that I can make sure that
they feel ownership over
their style of lesson
delivery, but also so that I
can make sure not to
repeat techniques that
were a “miss” or continue
developing strategies that
were a “hit” in the class.
Very often I can tell just
by their reactions when I
am introducing a
lesson/activity, but it is
always good to open it up
to their opinions as well.
3/29/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
year. However regarding
instruction, I will normally
make executive decisions
about what sort of
adjustments need to be
made. One goal of mine
can be to ask my students
about strategies that they
find helpful in
instructional time and
incorporate those more
into our lessons! 4/30/18