Highlights

  • - Background information surveys.
  • - Organization of Assignments on Microsoft Teams.
  • - Usage of multi-sensory learning strategies and visuals.

Description for CSTP 4: Planning Instruction and Designing Learning Experiences for All Students.

Element 4.1 - Using knowledge of student's academic readiness, language proficiency, cultural background, and individual development to plan instruction; Element 4.2 - Establishing and articulating goals for student learning; Element 4.3 - Developing and sequencing long-term and short-term instructional plans to support student learning; Element 4.4 - Planning instruction that incorporates appropriate strategies to meet the learning needs of all students; Element 4.5 - Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.

Element 4.1 Evidence

I conduct conversations with students to develop rapport and check in with "get to know me" worksheets; I create/incorporate students' prior knowledge into differentiating instruction to fit their interests and strengths.

Artifacts: (Full Video Lesson) Positive Environment - 4th Grade Students Sharing Feelings About Returning to School.

Artifacts: Adobe Illustrator as an Adaptive Resource and Padlet as a Word Wall.

Artifacts: Individual ELA Lesson.

Element 4.2 Evidence

I establish conversations to explicitly review their goals and accommodations so that eventually they can advocate for themselves; I use various data sources to determine how to write student goals; I communicate clear expectations and explain that the goals are chunked out over a period of time; I monitor students' progress on goals through various progress monitoring tools (i.e., worksheets and digital formats).

Artifacts: Flipgrid Reflections, Fossil Fuels Student (Teacher Feedback with Student Revisions) and Reflection on IEP Goals.

Artifacts: IEP Documents for 2nd Grade/Student (Speech).

Artifacts: ABC Behavior Tracking with Nearpod lessons about Academic and Social Skills.

Artifacts: CA State-Wide Assessment (Caaspp) Testing Examples.

Element 4.3 Evidence

I build on previous activities and students' prior knowledge (i.e., asking questions, pre-view vocab); Informal assessments are used for short-term lesson planning; I use cooperative groups, graphic organizers, think-pair-share for oral language checking for understanding strategies, and activate prior knowledge through KWL charts.

Artifacts: Portion of George Washington Carver 5th Grade Lesson - Mango 2021.

Artifacts: Portion of Small Group Lesson on Opinion Writing & Materials.

Element 4.4 Evidence

I offer a variety of materials or options within activities that reflect multiple-learning modalities addressing the diverse learning population; I structure materials and activities accessible to the IEP goals; I break down knowledge, skills, and abilities into logical sequences of learning goals that reflect specific goals; I check for understanding, prepare for adjustments and remediate.

Artifacts: Lesson on How to Add Decimals and Reflection of Emojis/emotions.

Artifacts: Flipgrid Reflections, Fossil Fuels Student (Teacher Feedback with Student Revisions) and Reflection on IEP Goals.

Element 4.5 Evidence

I determine, before and after a lesson, whether students are making progress toward their learning/IEP goals; I make changes in plans in response to the student's understanding; I modify plans to re-teach, ask questions, and I respond to body language; I am aware of cultural diversity in the classroom and choose books that are culturally diverse for lessons; I am aware of family culture, situations and sensitive to this whenever I interact with a student.

Artifacts: IEP Plop & Progress on Goals, and Example of Differentiating Instruction.

Artifacts: IEP Documents for 3rd Grade/Student A (SLD).