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 individual backgrounds, and diverse learning needs comprehensive
4.1 Using knowledge
development. individual cognitive, social, and cultural backgrounds. information on students.
of students’ academic
emotional, and physical 5/1/24
readiness, language
development to meet their
proficiency, cultural
individual needs.
background, and
07/16/23
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias and Examines potential stereotyping, and analysis of bias,
instruction.
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
07/16/23

At my school we have IWT I plan differentiated

which is Individualized instruction by
Workshop Time where we considering the broad
give all third graders a spectrum of students'
pre-assessment and then learning styles and
determine which group abilities. They match
they will be in, based on resources and strategies
that assessment. We have to accommodate diverse
4 groups: At-Risk, needs, such as providing
Emerging, Meeting, and hands-on materials for
Evidence Exceeding. Each teacher kinesthetic learners and
will take a group and for incorporating culturally
30 minutes a day 4 days a relevant texts to make
week, will work learning meaningful and
specifically with that inclusive. By tailoring
group on the given topic instruction in this way,
(ELA or Math). When the 6 the teacher ensures that
week cycle is complete we each student can access
give a post assessment to
the curriculum effectively,
determine student growth.
fostering engagement
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Using culturally responsive and academic success
pedagogy in planning our for all. 5/1/24
lessons we make sure to
use artifact texts with
various types of main
characters and since my
team consists of teachers
from a variety of racial
backgrounds, we can
consult with each other to
make sure we are being
culturally responsive to all
our students. 07/16/23

IWT Cycle Sheet Example

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 differentiated to address learning needs. 11/5/23 to articulate and monitor
students’ diverse learning learning goals. 5/1/24
needs. 07/16/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
On my wall next to our TV I have been having data I establish short-term
I have a “focus board” chats with students and learning goals like
shown here where I write had students set goals for mastering multiplication
“I can” statement versions themselves for their usage tables and long-term
of the standards for each on our iReady program. goals such as developing
subject. I also hang up This way I can address critical thinking skills
student language versions each students learning throughout the year. They
of what the standard of the needs by talking to them assist students in
lessons is on my 1:1and setting personal articulating these goals
whiteboard. If a student’s and attainable goals for by facilitating
goal does not exactly align each student. 11/5/23 discussions about
with the standard we still personal growth and
present the standard to academic achievement,
them as what we are encouraging them to
reaching for but we express their aspirations
Evidence present them the supports and areas for
they will have as well to improvement. Through
reach that standard. regular check-ins and
07/16/23
self-reflection activities,
students learn to monitor
their progress towards
these goals, fostering a
sense of ownership over
their learning journey.
5/1/24

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,
4.3 Developing and long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and planning to support related academic language and assessed instructional design cohesive and
short-term student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to student learning. learning. short-term instructional
support student plans that ensure high
learning levels of learning.
07/16/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
We are always adapting
and modifying lessons
and units to reflect
student abilities for
instance by adding more
content or expectations if
they are grasping it well
or scaffolding back if
many are struggling but
still providing extensions
to those who need it.
07/16/23
5/1/24

Evidence
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning students’ diverse language, learning needs. Provides needs and styles to
instruction that and learning needs and appropriate support and advance learning for all.
incorporates styles. challenges for students.
appropriate Is aware of student Seeks to learn about 07/16/23 5/1/24 Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning for students to reflect on
learning needs of all language needs through and language needs Uses assessments of Integrates results from a their learning and the
students data provided by the site beyond basic data. students’ learning and broad range of impact of instructional
and district. language needs to inform assessments into planning strategies to meet their
planning differentiated to meet students’ diverse learning and language
instruction. learning and language needs.
needs. 10/29/23
At my school we co-plan as We give a mix of paper
a team with our grade based and digital
level special education assessments for all
teacher bi-weekly. In these subjects. We meet
planning times we present students diverse learning
our lesson plans and work and language needs by
with each other and the having teacher scribe and
special ed teacher to text-to-speech /
incorporate specific speech-to-text
strategies for the needs of accommodations provided
our classroom. This is also for students who need it.
the time that we work with For some students who
the special ed teacher to have difficulty testing on a
Evidence
created accommodated computer-based
and modified work for assessment, I will ask the
students on her case load. student the questions and
07/16/23 record their answers for
them. For students who
struggle with reading and
writing, we have the
text-to-speech and
speech-to-text
accessibility features
turned on.
(Google Form Quiz –
Sequencing Example)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
(Teacher Support on Quiz
Picture Example)
10/29/23
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
4.5 Adapting
needs. responsive pedagogy and as the instructional needs individual student needs.
instructional plans
additional materials to arises to support student 5/1/24
and curricular
support students’ diverse learning. 11/5/23
materials to meet the
learning needs. Engages with students to
assessed learning
07/16/23 identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I will make in-the-moment I meet weekly with my I anticipate and plan for a
adjustments to lessons co-teacher to plan wide range of
when I see most students meaningful work for our adaptations to lessons
struggling or if I see that student with Autism. by conducting in-depth
my students are grasping He is spending more time analysis of individual
the content extremely in the classroom and student needs. For
easily and can push it getting more work done example, if a student
further. I have also had to with us working to make struggles with reading
modified or accommodate the academic material comprehension, the
worksheets in the moment more aligned to his teacher might
for some students who independent level. We are incorporate audio books
showed difficulty seeing a huge or provide additional
understanding in the improvement in his visual aids to support
Evidence lesson or during stamina in class and his their understanding. By
independent work. work accomplishments. proactively addressing
I do think I could work on 11/5/23 diverse learning needs
implementing culturally through tailored
responsive pedagogy into adaptations, the teacher
my lessons more.
ensures that each
Example of an “in the
student can access the
moment” math
curriculum effectively
accommodation I made.
and achieve academic
07/16/23
success. 5/1/24