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’
individual development. individual cognitive, needs and cultural information on students.
academic readiness,
9/17/21 social, emotional, and backgrounds. 3/25/23
language proficiency,
physical development to
cultural background,
meet their individual
and individual
needs.
development to plan
Is aware of impact of bias Becomes aware of 4/27/22 Planning addresses bias, Engages students in the
instruction.
on learning. potential areas of bias and Examines potential stereotyping, and analysis of bias,
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures. 3/25/23
9/17/21 culturally responsive 10/27/22
4/27/22 pedagogy in planning.
I am aware of how I plan differentiated This year I have two I am working in tandem
student’s socioeconomic instruction in every lesson students who don’t speak with the speech and
status and ethnicity may that I teach. I do this to English, three students on special education teacher
affect their learning. I find help meet the needs of my the spectrum, one of to analyze my student’s
it difficult to cater to different student groups which is nonverbal, two IEP and 504 plans. This
different student groups by creating three different students with speech, one helps me to plan
at the same time. Many of scaffolded sentence who is emotionally differentiated instruction
my students come from frames. This helps to disturbed, and so far that is specific to my
similar socioeconomic ensure that all students three with ADD/ADHD. individual students. We
backgrounds and need are being supported and This has required me to also have a time slot in
support in materials. I also students have the option make differentiated our daily calendar
include many visuals to push themselves. I also instruction my number devoted to
throughout my lessons to have cenetrs for math, one priority. This year I social-emotional learning.
help reach my EL ELA, and science that have teamed up with the We read books that talk
students. I communicate students can go work at school psychologist and about bias and
heavily with my students’ once they complete their special education teacher stereotyping that are
previous teachers to help work. This allows me time to help me create developmentally
include their prior to help the students who differentiation strategies appropriate for
knowledge in my lessons. are struggling. to help me meet the needs kindergarten and focus on
9/17/21 4/27/22 of all of my learners. including all people.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons content that are content standards with short-term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/17/21 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 10/27/22 learning goals.
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I communicate my This semester, while This year, I have started Becuase I teach
learning goals to students taking this class, I learned writing my learning goals kindergarten I articulate a
primarily through verbal that students are more up on my front majority of my long and
communication. likely to meet their whiteboard. This has short term goals with my
Occasionally I will write learning goals if they helped remind me to students but also more
objectives and goals on know what the goals are inform students of the importantly their parents.
the whiteboard, but my before starting a lesson. I objective of the activity. I I have different goals set
students cannot read. Due communicate these goals have been writing many for different points in the
to the fact that my to my students orally grants on Donors Choose school year, but they are
students can’t read I feel before we begin a lesson and have gotten over often adjusted student by
displaying the objectives and on checklists with twenty-five hundred student. For example,
does not help my class. I pictures that they can dollars worth of materials common goals I set are
consistently have high but understand. I add donated to my classroom. counting to twenty,
attainable expectations for additional goals for some This has helped to engage counting to one-hundred,
my students. I help them students if they need to be my students in our writing numbers zero
reach these learning goals challenged during the learning activities, align through twenty
through the use of lesson. For example, I the work with our content recognizing letters a-z,
scaffolding. Often I might ask a student to standards and meet my letter sounds a-z, sight
communicate learning write more sentences student's interests as well word lists, and CVC
goals before a lesson and using the provided as their needs. In words. My students also
then have a class sentence frame and particular, I think that the have daily goals such as
discussion on whether or thinking map. For one math tubs have been writing a complete
not we met those goals. I student in my class, I will particularly beneficial at sentence during our
set my learning goals off ask him to try to create his the start of the school writing time, or finishing
of California state own sentences using our year. My students love to twenty ST Math puzzles.
standards and upcoming sight word wall, thinking work with them, and they My students are aware of
benchmark tests. This map, and his also help to reinforce our their goals and can check
helps to ensure my “kindergarten spelling content standards. At the using a checklist and
learning goals are skills”. This means he start of the year, we have know where to check
age-appropriate and meet needs to sound out words been working on number there puzzle count on ST
academic content like our CVC words and sense and one-to-one Math. Parent involvement
standards. include them as well. correspondence. has helped my students.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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 design cohesive and
short-term
student learning. and formats that support instructional needs to comprehensive long- and
instructional plans
student learning. ensure student learning. short-term instructional
to support student
9/17/21 10/27/22 plans that ensure high
learning
4/27/22 levels of learning.
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I feel that I plan both I feel like I have developed After spending three
Short and long-term immensely on CSTP 4.3 years going over the same
curriculum to help just through classroom curriculum I know what
support student learning. teaching experience. Now content standards are
I communicate heavily that I have been in the addressed in each unit. I
with my grade level team classroom for a whole have my district pacing
to sequence activities to year, I know the guide that I follow closely
best meet the learning curriculum from last year that helps to ensure that I
needs of my students. I and what is coming next. I am teaching the
start planning my school believe that experience on appropriate standards as
year during the summer the job and teaching the well as the additional
so I have an overview of curriculum has made me requirements such as
the long-term curriculum. able to better plan and sight words, letter sounds
This allows me to have my include supplemental and blends that are
lessons support one materials to engage required in kindergarten.
another. By pre-planning students that align with I start in the beginning of
my lessons in advance I California state content the school year teaching
have time to create standards. This year I off of our sight word list
supports to help my have had to slow down and move onto letter
students. I also rearrange my plans and adjust my sounds as soon as my
the curriculum to best schedule from last year students can recognize
meet my student’s current due to the needs of my letters a through z. I test
learning needs. By class this school year. I students regularly on
pre-planning, I can also utilize formative and their number/letter
create smaller learning summative assessments recgontion, counting,
activities that address to help inform my letter sounds, and sight
long-term learning goals. I teaching and ensure that words to help monitor
also have many charts all of the students in my and show my students
created to support my classroom are meeting the progress and growth
lessons. learning goals and which helps me during
9/17/21 content standards. conferences.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or sequence differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum of 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
4.4 Planning
9/17/21 responsive pedagogy, learning needs. Provides needs and styles to
instruction that
students’ diverse appropriate support and advance learning for all.
incorporates
language, and learning challenges for students.
appropriate
Is aware of student Seeks to learn about needs and styles. 4/27/22 Facilitates opportunities
strategies to meet
content, learning, and students’ diverse learning for students to reflect on
the learning needs of
language needs through and language needs Uses assessments of Integrates results from a their learning and the
all students
data provided by the site beyond basic data. students’ learning and broad range of impact of instructional
and district. 9/17/21 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.
4/27/22 needs. 10/27/22
I incorporate strategies I use a combination of This semester I made it a I have a diverse class this
throughout my lessons to assessments that the focus to try and include school year with many
help differentiate district requires, my own instructional strategies to complicated learning
instruction. I also use testing that I have done in meet the needs of all needs. To help improve
informal assessments the classroom, and testing learners. For example, on my instructional planning
throughout my lessons to from previous year's my POP cycle, I had and meet the learning
help meet the needs of my teachers to identify visuals with thinking needs of all students I
students. I try to create student learning needs. I maps, sentence frames, a have incorporated all of
additional supports so all use all of this information picture book, a video, and the differentiation and
students can meet my in combination to adjust picture examples all to scaffolding that I have
learning goals. One way I my plans to help meet the help my visual learners. learned throughout my
check for student needs of all of the For the auditory learners, educational journey. I
understanding is through students in my classroom. we had a class discussion, have also been learning
visual cues. I also have I provide many visuals I read a story aloud, they about many new
students hold up their and examples throughout listened to a video, and I strategies by talking and
work so I can scan and see my lessons to help also gave my directions strategizing with the
who is and is not scaffold and support my orally. The hardest school psychologist,
understanding. I like to English language learners. learning style for me to school counselor, and
work on the carpet whole I also have found that by include in my lessons is special education
group with manipulatives communicating with the the kinesthetic learning teachers. It has been a
so I can see who is student's families I can style. To help meet the team effort this school
completing their work learn a lot about their needs of these students I year to meet the learning
correctly. As a class, we language needs. had them act out the needs of all students in
have many discussions 4/27/22 different sentences that my room, and it has been
that allow me to observe they would be writing, I the best thing for my
student learning. also try to include dance. classroom.
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials based on in depth
instructional plans needs. responsive pedagogy and as the instructional needs analysis of individual
and curricular 9/17/21 additional materials to arises to support student student needs.
materials to meet support students’ diverse learning.
the assessed learning needs. 10/27/22 Engages with students to
learning needs of all 4/27/22 identify types of
students. adjustments in
instruction that best meet
their learning goals.
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I adapt my lesson plans to There are many ways that In my classroom I use Throughout the course of
try to create scaffolds that I adapt my instructional informal assessments this school year and
support my entire class. I plans and materials to during my instruction to induction program I have
do this through the use of help meet the learning check for student relaized that scaffolds do
examples and charts. I needs of all of my understanding. If students not apply to all students.
address individual students. Some of my are not understanding Each student needs
students during my favorite techniques are something while I am varied differentiation
lessons. One thing I often creating charts and teaching I will reteach an strategies to ensure that
use in my classroom is a thinking maps that the idea right then to help their learning needs are
highlighter. I use my students can use to help reinforce what we are met. I have been able to
highlighter to write for them write complete learning before address these needs by
students who cannot form sentences. For my continuing on with our looking over students IEP
letters and numbers on students who are lesson. I have also created and 504 plans to see their
their own. Students can struggling more than materials to help support preferential learning
trace over my highlighter others, I will even create a student learning for those styles. I am also better
to help them complete worksheet to help them struggling with a able to meet my students
activities. I also build time during a particular lesson. particular topic. For learning needs later in the
into my lessons for For example, I have a new example, I have a student school year once I am
students to have extended student from Mexico who who is struggling to familiar with the student.
time to complete the cannot yet speak English. understand number For example, I have a
assignment. I also modify Even with a thinking map sense. To help meet her student who struggles to
my lessons on the spot and sentence frames as an learning needs I created a work independently and
when I see that students aide, he is unable to put visual chart that is taped will often get frustrated
are not understanding. I everything together to to her desk that she can and cry. To help him
do this through the use of write a sentence. I provide reference during our complete his work I just
informal assessments. him with an example copy math lessons, or while we need to check in with him
9/17/21 that he can look at and are working on ST Math. regularly throughout our
follow word for word. 10/27/22 independent work time.
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