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.
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 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.
9/15/23 culturally responsive
pedagogy in planning.
3/17/24
I review student data I have scaffolded
from assessments such as assignments to help all
the NWEA MAP students be successful.
assessment and the One of the advantages of
CAASP test to determine working in an online
incoming 9th graders environment is that I can
reading and writing give students who need
abilities. I use a family some extra help that
narrative as our first assistance with no
writing assignment to attached stigma because
Evidence gain insight on my no other students will
students cultural ever know. One example
backgrounds. I also of that scaffolding is the
assign and informative alternate assessment for
essay in December where the Romeo and Juliet
students have the Persuasive Essay.
opportunity to write 3/17/24
about a cultural tradition
to allow students to share
their backgrounds.
9/15/23
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 students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons 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 9/15/23 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 3/17/24 learning goals.

Since I teach at an online This year I have been

school, the objectives for working on including
each daily lesson are lesson introduction pages
embedded in the lessons. to my lesson to make sure
I encourage students to students have access to
review those objectives at additional resources that
the beginning of each will help them with their
lesson. When I teach Live lessons. Some of these
Lessons, I consistently resources are on our
review the learning English 9 Message Board.
standards and objectives 3/17/24
at the beginning of each
lesson orally as well as in
writing and then review
them at the end.
Evidence 9/15/23
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 curriculum content standards, and
sequencing long- are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
term and short-term planning to support related academic and assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student 9/15/23 support student learning. ensure student learning. short-term instructional
learning 3/17/24 plans that ensure high
levels of learning.

The year starts with more I don’t have control of our

narrative writing curriculum as I work for
complete with coming of an online school, but I can
age stories from various help students make
cultures and then have connections between the
students transition to works we read. For
more academic writing spring semester we focus
and reading, including on The Odyssey for Unit 1
reading Romeo and Juliet and move on to Romeo
by the end of the year. I and Juliet for Unit 2. I am
focus on trying to meet trying to help students
the writing standard on take what they learned
different essays from Unit 1 and transfer it
throughout the year, to Unit 2 and beyond.
building different types of
Evidence writing, in a logical order
so that students develop
the skills they need to
write literary analysis by
the end of the academic
year.
9/15/23I tr
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
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction.3/17/24 and language needs. learning and language
needs.

I try to scaffold Even when teaching such

instruction using different works as Shakespeare’s
skills in the writing Romeo and Juliet, I try to
process as well as in Live be culturally responsive
Lessons. I need to look to ensure all students
for more opportunities connect with the work
for students to work on including using video
their oral language skills. clips with actors from all
This could take place in different backgrounds to
breakout room during helps students see that
Live Lessons. I do check Shakespeare is for
for understanding during everybody. It has also
Evidence Live Lessons using polls been good to connect
and short answer students with resources
questions so that I can to help students
adjust instruction as understand the play.
needed. 3/17/24

9/15/23
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 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’ plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
9/15/23 additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. 3/17/24 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I adjust Live Lessons and Even when teaching such

lesson curriculum as works as Shakespeare’s
needed to meet students’ Romeo and Juliet, I try to
needs. During Live be culturally responsive
Lessons I like to complete to ensure all students
informal assessments to connect with the work
check for student including using video
understanding. I then can clips with actors from all
adjust my plans to meet different backgrounds to
students’ needs. I have helps students see that
added supports in the Shakespeare is for
past for students who everybody. It has also
were struggling, such as been good to connect
Evidence graphic organizers and students with resources
outlines with sentence to help students
stems, if needed. As I understand the play.
teach in a virtual 3/17/24
environment, it is easy to
reach out to students who
are behind and need some
extra one on one guidance
to complete an
assignment or lesson.
9/15/23