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 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. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I am becoming aware of I plan curriculum using I analyze students I make sure to include DI, Each of my assignments
learning biases during the student cultural, artwork to determine scaffolding, and UDL in and set of instructions
individual meetings with academic, individual, and their level of my curriculum to meet have differentiation in
students. I question and spiritual (faith-based understanding of artistic diverse student learning mind. I provide all
ask how they feel they are school) development. I development and space. needs. I know my group instructions in multiple
doing on their drawings, refer to students’ orange When I identify their of 4th graders this year is formats in accordance
and what they feel works cards which tell me their artistic stage of very mathematical and with UDL. The pre
or does not work for achievement levels in development I can then logical. To suit them I assessment of each
them. their previous grades. plan instruction that will plan lessons that are assignment determines
09/15/2022 This helps me to plan intentionally move them step/formula oriented students readiness and
instruction that meets from one phase of artistic and tied into math what I need to teach.
students where they are. I development to the next. lessons. These lessons are Then students complete
also give informal For example, a middle scaffolded in an I do we the lesson and mid-way
assessments daily to school student who do you do format to build assessments, which
learn about cultural, should be around the skills. I also use UDL, and determines which
academic, and spiritual pseudo naturalistic stage have a visual, kinesthetic, assessment level students
development with daily of artistic development and auditory way of compete for the final
“get to know you (starting to use simple showing information. I assessment.
questions” they answer as shading and elements of also include multiple
they walk in the door and realism) is still in the means of action and 5/5/24
get set up. Formal Schematic stage, (using expression. For example,
assessments in the form shapes to express ideas in my 4th grade drawing
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
of final drawing projects and special awareness is forms lesson students
help me to continually poor, with objects floating follow a demonstration
assess their artistic in space rather than being form me to practice
development in my class. grounded). To support drawing forms, then
09/15/2022 this student’s drawn on their own with
development I teach a step by step instruction
specific skills to move sheet, then complete the
them from one stage of project on their own. The
development to the next- project can be either
by teaching concepts like drawn 2d or built with
foreground, middle paper.
ground, and background,
overlapping to show I integrate videos and
space, and size/ animation whenever
proximity to show space. possible because students
are generally very tech
I am working to examine savvy and interested in
my own bias when it engaging that medium.
comes to my set beliefs
and worldview. I am 11/14/23
aware that my world
view and life experiences In my art history class, I
impact the way I view address biases,
student success, and stereotypes and
impact how and what assumptions made my
curriculum I plan. I seek the peoples and cultures
to learn about culturally of the times past. We
responsive practices by address these issues as
first getting to know my they come up in art
students and their beliefs history and put them in
and cultures through context, then discuss the
discussion with families modern perspective
and the students 4/2/24
themselves.

4/20/2023
11/14/23
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 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. to articulate and monitor
learning needs. learning goals.

In the beginning of each In clearly communicate I establish clear learning

lesson I explain what the the learning goals for goals for each lesson
goal of the lessons is; students. In my design based on content
What I want them to thinking l express that the standards for art, and
learn and what the final goal of a particular often core standards for
product should be to assignment is to cross curricular lessons. I
prove that they learned it. empathize with a communicate lesson
09/15/2022 character to define their goals in an age
needs, then ideate to appropriate way. Instead
design a chair for that of telling kindergartners
character. This is that we are working on
scaffolded to address K.VVA:Cr1.1, Engage in
students’ different needs. exploration and
Some students create a imaginative play with
character through a various arts materials, I
random character piece tell them “today we are
generator, where they trying out all different
roll a dice to help them kinds of new art
make up a monster. materials. And I ask
Others com up with a “Which is your favorite to
character completely on create with?
their own. Students have
the option to fill out a 11/14/23
template to help them
define the character, or I establish learning goals
they can write free form. based on content
standards and
4/6/2023 communicate them in an
engaging and articulate
way. I choose the goals
based on students
interests and needs. I
know my 1st grade class
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
loves group work so I pan
collaborative art lessons
lessons , where each
group is responsible for a
different set of materials.
They have to share trade
and work together to
make a piece of art with
different materials and
mediums. This meets the
1st grade content
standards of creating
collaborative artworks
and usig a wide variety of
materials to create art.

4/3/24
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. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Curriculum is planned to I designed an illustration Each year I refine my Throughout the year I
build on skills with each curriculum that plans for curriculum to better suit scaffold development of
unit. Ex: Unit one Line short term and long the goals and needs of skills for each grade level.
drawing (flat), unit 2 terms goals to acquire each grade level. For All students begin the
Shading (adding depth) language and concepts in example in 3rd grade I year by reviewing the
unit 3 perspective (using a manner that supports have changed my elements of art at a grade
mathematically accurate student learning. I curriculum to focus on appropriate level. K learn
ways to draw depth). utilized backwards developing skills shading different kinds of line, 1st
Skills and concepts are planning to create this and using a mor advanced starts to build with paper
clearly related and build course. The overall color pallets to shade. lines, 2nd starts to create
off of each other. course goal was to create This decision was based art with lines, and so on.
09/15/2022 a large-scale illustration on students’ desires and By the second semester
of a character interacting capabilities at that age students have a clear
meaningfully in an level. Then in 4th grade understanding of
environment for a client. students are more elements of art and start
To meet this goal focused on drawing forms to apply the principles of
students completed 3 and using the shading art by studying famous
large projects before the they learned in 3rd grad to artists and applying what
final. Each project draw realistically. 5th they learned about the
contained a series of grade focuses on utilizing elements to do so.
relevant skill building all skills learned to be This gives structure and
activities and introduced more Avant Garde and purpose to the whole
academic language. These utilize creativity and year of curriculum and
smaller lessons were each freedom, because by 5th gives clear signs of
designed to equip grade students start to development.
students with a different loose the creative drive.
skill set to eventually 4/2/24
complete the large-scale I keep track of changes
illustration. and overall scheduling
with google calendars
3/20/2023 online. My coworker also
does this so we fan easily
share our schedules and
coordinate classes.

4/15/23
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. and language needs. learning and language
needs.

Lessons are somewhat Students have a variety In my classroom I I design curriculum that
differentiated to support of options and supports use Instructional utilizes many different
students at different skill based on needs, strategies that are chosen modalities of learning,
levels. Students have readiness, and interest. so that each student can including written
options of different Within each lesson at engage with the content instruction, the sue of
subject matter based on least 2 or three different in a way that leads to manipulatives and
complexity. Ex: In the instructional strategies mastery. Students have learning through
shading projects they are included to promote ample opportunity to first discovery, verbal
choose between “simple” student learning. For engage with the content instruction, and picture
a piece of fruit “complex” example in one lesson, a through vocabulary, instructions. This ensures
a toy or “masterful” a choice board, reciprocal written and verbal all students have equal
skull based on their teaching, and group work practice. Then they access to the content in a
readiness. Students also were incorporated in a receive hands on comprehensive way.
have options of different research lesson on a instruction applying the
methods of shading. They famous sculptor. Students concepts and vocabulary 4/3/24
can choose whatever were also given different in a scaffolded lesson. For
method best suits their methods of researching example, students learn
needs. I seek to learn and presenting their the term value, and value
more about students finding, weather it was an scale and can identify
diverse learning needs oral presentation, a different types. Then
beyond the basic data PowerPoint, or creating a students can create a grey
provided through a series sample artwork of the value scale, then a
of informal and formal sculptor. These strategies colorful value scale, and
assessments. Informal supported students finally a value scale
assessment include engagement with the applied to a drawing of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
practice drawings, and material by giving them a fruit.
formal assessments are variety of ways to engage
the main drawing project and express their Each of these different
with specific parameters. learning. applications is a
09/15/2022 formative assessment, to
3/24/2023 check their progress. The
fruit drawing is the
summative assessment of
all their skills.

I provide equitable access

to digital content
whenever possible. Many
of my lessons involve the
use of an I pad. Some
students are familiar with
the I pad and some have
never used one before.
To ensure all students are
well versed in using
technology I provide
extra 1 on 1 and small
group assistance for new
I pad users. They also
receive a modified task.

11/24/23

Based on assessment data

I provide differentiated
materials and
assessments based on
student readiness. I
provide a step by step
instructions and heavy
modeling for a beach
collage project to support
my struggling students,
while advanced students
make creative liberties
and make aan entirely
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
unique collage
independently.

04//5/24

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. Engages with students to
assessed learning
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 have altered the Besides adapting I adapt instructional I have differentiation pre
curriculum to meet the instructional strategies plans to meet the planned into my lessons
specific needs and based on the specific individual students based on a variety of
interests of my classes needs of a class, I also mainly by assessing their assessment data, both
more intentionally. The adapt on a day to day artwork both withing a from my art class, and
subject matter of what basis based on student single project, and across from the core teacher’s
students draw and how needs. Before breaks or the school year as a classes. I plan for
they learn has been when there is excitement whole. I provide a pre, students’ diversity and
altered to meet the needs on campus, I adapt my mid, and post assessment needs. For example, I
of the class. One class curriculum to be more in each of my lessons. know I have a student
learns best through high energy and involve This allows me to check with autism and sensory
movement and physical movement to at each stage how needs. I prepare the
manipulatives so more of utilize their energy and students are and readjust lesson for him with
those elements have been meet students where they my instruction. I also differentiated materials
added to promote greater are. readjust on the spot providing him with a
success. Another class based on student modified assignment with
benefits heavily from in Students interests and feedback during the different tools that will
depth demonstration and cultures are also adapted lesson. not disturb his sensory
repeated practice, so in included thoughtfully input.
those elements were in curriculum. There is a Analyzing artwork over a
added. large group of Hispanic large period of time helps 5/5/24
09/15/2022 students in my current me to clearly see and
class, so I added in a delays in development, or
Spanish heritage art patterns of problems to
project to engage and identify.
represent the student
body. 11/20/23

4/5/2023