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.  7/13/18      
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.  7/13/18   planning  lessons.  Uses   cultures.    11/11/18  
culturally  responsive  
pedagogy  in  planning.  
 
  Attended  diversity   Differentiated  instruction   Differentiated  instruction    
professional  development   in  reading  and  math  is   in  reading  and  math  is  
opportunities.  7/13/18   based  on  student  needs  –   based  on  student  needs  –  
individualized  to  each   individualized  to  each  
student  and  small  groups.   student  and  small  groups.  
7/13/18   Students  receive  
resources  and  strategies  
that  are  tailored  to  them.  
Strategies  are  based  on  
learning  needs  and  
  cultural  backgrounds.    
Participating  in  work  this  
year  with  faculty  and  staff  
regarding  biases  and  
culturally  responsive  
pedagogy.  11/11/18  
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.  12/12/18   to  articulate  and  monitor  
learning  needs.  7/13/18   learning  goals.  5/5/19  
 
    Work  with  students  in   Work  with  students  in   Work  with  students  in  
small  groups  to  explain   small  groups  to  explain   small  groups  to  explain  
goals  that  teachers  have   goals  that  teachers  have   goals  that  teachers  have  
set  for  them.  Work  with   set  for  them.  Work  with   set  for  them.  Work  with  
them  to  meet  goals.     them  to  meet  goals.    Sets   them  to  meet  goals.    Sets  
7/13/18   specific  goals  and   specific  goals  and  
expectations  for  the   expectations  for  the  
whole  class  at  the   whole  class  at  the  
beginning  of  a   beginning  of  a  
lesson/assignment.  Then   lesson/assignment.  Then  
provides  differentiated   provides  differentiated  
expectations  for  students   expectations  for  students  
based  on  needs,  i.e.  fewer   based  on  needs,  i.e.  fewer  
problems/shortened   problems/shortened  
assignments,  writing   assignments,  writing  
  fewer/more  sentences,   fewer/more  sentences,  
differentiated   differentiated  
assignments  after  reading   assignments  after  reading  
the  same  book,  etc.   the  same  book,  etc.  
12/12/18   Articulates  learning  goals  
for  units  and  lessons,  
works  with  students  to  
set  and  monitor  goals  in  
reading  and  math.  
5/5/19  
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.   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.   language  and  formats   assessed  instructional   comprehensive  long-­‐  and  
support  student   that  support  student   needs  to  ensure  student   short-­‐term  instructional  
learning   learning.   learning.  7/13/18   plans  that  ensure  high  
levels  of  learning.  5/5/19  
 
      Worked  with  teaching   Worked  with  teaching  
team  to  plan.  At  the   team  to  plan.  At  the  
beginning  of  each  year,   beginning  of  each  year,  
we  review  the  long-­‐term   we  review  the  long-­‐term  
year  plans  to  make  any   year  plans  to  make  any  
changes.  Meet  weekly  to   changes.  Meet  weekly  to  
plan  for  the  week  and   plan  for  the  week  and  
individual  lessons.   individual  lessons.  
Working  with  coteacher   Working  with  coteacher  
daily  to  adjust  plans   daily  to  adjust  plans  
based  on  student  needs.   based  on  student  needs.  
7/13/18   After  units  are  finished,  
teachers  meet  and  reflect  
on  what  worked,  what  
could  be  changed  for  next  
  year,  how  the  timing  was,  
etc.  We  have  been  making  
a  lot  of  changes  to  our  
social  studies  curriculum  
to  meet  SEL  and  Teaching  
Tolerance  standards,  and  
reading  and  social  studies  
that  aligns  with  science  
curriculum  that  is  being  
changed  to  align  with  
NGSS.    5/5/19  
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  
suggested  by  curriculum   sequence  of  lessons  that   instructional  strategies   to  address  learning  styles   repertoire  of  strategies  
guidelines.   respond  to  students’   into  ongoing  planning   and  meet  students’   specifically  meet  
  diverse  learning  needs.   that  addresses  culturally   assessed  language  and   students’  diverse  
    responsive  pedagogy,   learning  needs.  Provides   language  and  learning  
4.4  Planning  
    students’  diverse   appropriate  support  and   needs  and  styles  to  
instruction  that  
    language,  and  learning   challenges  for  students.   advance  learning  for  all.  
incorporates  
Is  aware  of  student   Seeks  to  learn  about   needs  and  styles.   7/13/18   5/5/19  
appropriate  
content,  learning,  and   students’  diverse  learning        
strategies  to  meet  
language  needs  through   and  language  needs   Uses  assessments  of   Integrates  results  from  a   Facilitates  opportunities  
the  learning  needs  of  
data  provided  by  the  site   beyond  basic  data.   students’  learning  and   broad  range  of   for  students  to  reflect  on  
all  students  
and  district.   language  needs  to  inform   assessments  into   their  learning  and  the  
planning  differentiated   planning  to  meet   impact  of  instructional  
instruction.  7/13/18   students’  diverse  learning   strategies  to  meet  their  
and  language  needs.   learning  and  language  
12/12/18   needs.  5/5/19  
 
    Placing  students  in   Meet  with  teaching  team   Meet  with  teaching  team  
flexible  groupings  based   twice  a  week  to  plan  and   twice  a  week  to  plan  and  
on  ongoing  formal  and   discuss  strategies  to  meet   discuss  strategies  to  meet  
informal  assessments  to   students  needs.  Reflect   student  needs.  Reflect  
provide  differentiated   daily  with  coteacher  to   daily  with  coteacher  to  
instruction.  7/13/18   make  adaptations  as   make  adaptations  as  
necessary  for  students.   necessary  for  students.  
Work  together  to  plan   Work  together  to  plan  
and  incorporate  multiple   and  incorporate  multiple  
strategies  for  different   strategies  for  different  
learners.  Uses  unit   learners.  Uses  unit  
pre/post  assessments,   pre/post  assessments,  
  trimester  review  tests,   trimester  review  tests,  
benchmark  assessments,   benchmark  assessments,  
F&P  reading  assessments,   F&P  reading  assessments,  
as  well  as  teacher   as  well  as  teacher  
observation  and  work   observation  and  work  
samples.  12/12/18     samples.  Whole  group,  
small  group,  1-­‐to-­‐1  
lessons;  incorporate  
technology  –  SMART  
board,  laptops,  iPads;  
cooperate  learning  and  
groups;  graphic  
organizers,  etc.  Based  on  
CSTP  4:  Planning  Instruction  and  Designing  Learning  Experiences  for  All  Students  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
the  subject  and  what  is  
appropriate  for  the  
lesson.    Uses  
manipulatives  in  math  as  
needed  based  on  student  
needs.  Understanding  of  
concrete,  pictoral,  and  
abstract  thinking  levels  in  
math.  
 
Teacher  and  co-­‐teacher  
have  conversations  with  
students  about  their  best  
learning  environments,  
learning  styles,  strategies,  
room  placement,  tools,  
etc.  to  help  them  be  
successful.  5/5/19  

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   based  on  in  depth  
4.5  Adapting   students’  learning  needs.   responsive  pedagogy  and   materials  as  the   analysis  of  individual  
instructional  plans   additional  materials  to   instructional  needs  arises   student  needs.  
and  curricular   support  students’  diverse   to  support  student    
materials  to  meet  the   learning  needs.   learning.  7/13/18   Engages  with  students  to  
assessed  learning   identify  types  of  
needs  of  all  students.   adjustments  in  
instruction  that  best  meet  
their  learning  goals.  
5/5/19  
 
CSTP  4:  Planning  Instruction  and  Designing  Learning  Experiences  for  All  Students  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
      Reflection  with  coteacher   Reflection  with  coteacher  
and  teaching  team  about   and  teaching  team  about  
what  is  working/not   what  is  working/not  
working,  how  to  best   working,  how  to  best  
support  students,  what   support  students,  what  
changes  need  to  be  made   changes  need  to  be  made  
to  our  curriculum  and   to  our  curriculum  and  
plans,  etc.  Work  together   plans,  etc.  Work  together  
to  find  additional   to  find  additional  
resources  to  support  and   resources  to  support  and  
challenge  students  as   challenge  students  as  
needed.  7/13/18   needed.  Teachers  make  
changes  to  units  based  on  
  knowledge  of  current  
group.  Teacher  plans  
before  lesson  
implementation,  who  will  
need  additional  support,  
who  will  be  pulled  for  
small  group  or  one-­‐to-­‐
one.  Teacher  meets  with  
students  to  discuss  their  
understanding  of  topics  
and  what  is  and  is  not  
working  for  them.  5/5/19